Have you really considered the possible causes behind maladaptive autistic children behavior? Many of them have difficulty regulating their emotions. Outbursts, acting in defiance, or fleeing a situation all happen as a result of stress, anger, and anxiety.
Learning to understand behavior in autism will help identify the skills to teach and strategies to implement that best match the function of their actions.
If you’d like to read more about different autism behavior interventions, you can download your free guide here:
What causes challenging behavior for autism
It’s not unusual for a person with non-typical development in language skills to develop a uniquely individual approach to expressing wants and needs.
Similarly, a person with intense sensory needs may develop a repertoire of autistic behavior for either seeking or avoiding specific experiences or sensations.
Behavioral science suggests that all behaviors serve the function of either:
- gaining something sought (attention, an object, an event, a sensory experience, etc.)
- avoiding something unwanted (a task, something sensory-provoking, a person’s attention, etc.).
Tips for understanding autistic kids’ behavior
To better understand behavior and autism, it’s essential to consistently observe across both living and learning environments.
Here are key questions to consider during your observations:
- What specific behavior am I observing? Clearly describe the exact actions.
- When does this behavior occur? Identify the time of day it happens.
- Where does the behavior occur? Note the spaces or environments where it’s most frequent.
- Who is present during the behavior? Consider any adults or peers involved.
- What triggers the behavior? Identify possible factors that initiate it.
- What does the behavior achieve? Understand if the behavior helps the student gain or avoid something.
- What are the immediate outcomes of the behavior? Observe the consequences that follow.
- What strengths does the autistic student have? Leverage their skills to teach more appropriate emotional responses.
- What skills are missing? Focus on skills that can be developed to foster better emotional regulation.
- How do communication and sensory needs impact behavior? Evaluate how these needs influence emotional responses.
These observations will provide insight into understanding behavior, helping to create more effective strategies for supporting autistic individuals.
Behavior caused by sensory stimuli
Once a behavior is better understood and a child’s communication and sensory needs have been examined, a decision on the direction, scope, and purpose of the intervention needs to be addressed.
First, determine if the behavior is driven by a sensory need. If so, reviewing the student’s communication methods can help identify the next steps for instruction.
Focus on strengthening any weak skills or teaching missing ones that would enable the child to effectively communicate their needs and gain what they require.
Focus on strategies that center on teaching the child how to indicate needs and wants through a total communication approach that works best for them.
This may include a system to prompt communication, such as:
- using keywords,
- incorporating picture or symbol cards,
- modeling, or
- giving choices either verbally or through a choice board array.
Other causes of challenging behavior in autism
If the behavior is not linked to a sensory need but instead involves either avoidance or seeking something desired, review the child’s current communication skills.
This should provide insight into which skills the child is using to meet their needs and which ones need strengthening or teaching.
By anticipating a child’s wants and needs within any environment, parents, caregivers, or teachers can prompt appropriate responses and pre-teach strategies. This proactive approach helps prevent feelings of frustration, anger, or anxiety.
If a student begins to exhibit an emotional response, it’s important to follow a consistent plan:
- Understand the source of the child’s reaction.
- Determine if the behavior is related to seeking something or avoiding something.
- Prompt communication using methods that work best for the child.
- Remain calm and supportive throughout the interaction.
Understanding and preventing challenging autistic children behavior
The frustration of being misunderstood, combined with difficulty in communicating their wants and needs, often leads to challenging behavior in autism.
By acknowledging this core issue, adults can focus on teaching skills that prevent behaviors triggered by anxiety, frustration, and anger. Success comes from truly knowing the child and responding to their individual needs.
Through careful observation and consistent use of strategies tailored to the child’s strengths and abilities, we can teach necessary skills across various environments, fostering emotional regulation and growth.
This article was featured in Issue126 – Romantic Relationships and Autism
FAQs
Q: How does a child with autism behave?
A: A child with autism may exhibit a range of behaviors, including difficulty with social interactions, repetitive actions, and intense focus on specific interests. Their behavior can vary widely depending on their sensory sensitivities and communication challenges.
Q: What are the behavioral issues of autistic children?
A: Autistic children may experience behavioral issues such as difficulties with communication, social interaction, and sensory processing. Common challenges include repetitive behaviors, strong reactions to changes in routine, and difficulty understanding social cues.
Q: Which behavior would be typical for a child with autism?
A: Typical behaviors for a child with autism include repetitive movements like hand-flapping, resistance to changes in routine, and intense focus on specific interests. They may also have difficulty with verbal and non-verbal communication.
Q: How do you calm an autistic child?
A: To calm an autistic child, provide a predictable and quiet environment that minimizes sensory overload. Using calming techniques such as deep pressure, soothing routines, and clear, simple communication can also help reduce their anxiety.
Q: What is the biggest symptom of autism?
A: One of the biggest symptoms of autism is difficulty with social communication and interaction. This can manifest as challenges in understanding social cues, forming relationships, and engaging in reciprocal conversations.
Articles for further reading:
- Dramatic? Or Passionate and Expressive?
- Autism and Lying: Can Autistic Children Lie?
- Hyperactive or Energetic, Enthusiastic, On the Go: Supporting the Reframe
- Covering Ears and Autism: Understanding Sensory Sensitivities
- Autism vs Shyness: Know the Difference
- Is There Such a Thing As an ‘Autism Stare’?
- Why Do Autistic People Talk to Themselves?
- The Link Between Autism and Taking Pictures
- Autism and Paranoia: Is There a Connection?
- Baby Hair-Pulling and Autism: Causes and Management
- A Child with Autism Still Wears Diapers? Here’s What to Do
- Autism Elopement: Causes, Risks, and Prevention
- A Child with Autism Sleeping on the Floor? Here’s Why
- Understanding The Effects of Masking Autism
- Autism and Taking Clothes Off: Causes and Management
- Pointing and Autism: Understanding the Connection
References
Bronsard G, Botbol M, Tordjman S. (2010). Aggression in low functioning children and adolescents with autistic disorder
Dominick, K., Davis, N., Lainhart J, Tager-Flusberg H, Folstein S. (2007). Atypical behaviors in children with autism and children with a history of language impairment. Research in Developmental Disabilities, .28(2):145–162
Noens I, Van Berckelaer-Onnes I. (2004). Making sense in a fragmentary world: communication in people with autism and learning disability. Autism, 8: 197-218
Powers M. Palmieri M., D’Eramo K., Powers K. (2011). Evidence-based Practices and Treatments for Children with Autism. New York, NY: Springer. Evidence-based treatment of behavioral excesses and deficits for individuals with autism spectrum disorders; pp. 55–92
Sowden H, Perkins M, Clegg J. (2008). The co-development of speech and gesture in children with autism. Clinical Linguistics & Phonetics. 22:804-813
Ala’i-Rosales, S., Cihon, J. H., Currier, T., Ferguson, J. L., Leaf, J. B., Leaf, R., McEachin, J., & Weinkauf, S. M. (2018). The Big Four: Functional Assessment Research Informs Preventative Behavior Analysis. Behavior analysis in practice, 12(1), 222–234 https://doi.org/10.1007/s40617-018-00291-9
