Challenging behaviours issue
Many children who have autism also have other forms of challenging behaviour. The primary challenging behaviours for individuals with Autism is that of aggression, property destruction, disruptions/tantrums, self-injury, stereotypies and non-compliant (Matson & Nebel- Schwalm, 2007). Brock’s main challenging behaviour includes that of violence, anger and being easily evoked. He also fails to recognise consequences to his behaviours and lacks adequate knowledge of how to take turns. This issue will only be addressed and catered for within the day when the issue arises. However a plan of attack needs to be clear before the lesson for if a situation arises. Stakeholders involved in this area of concern include the teacher, the individual and the parents.
Brock lacks the ability to control his emotions effectively. He is easily provoked by others and when this occurs his reaction is through violence and anger. These actions are usually more prevalent in areas and subjects he does not understand in which there is already a prior level of frustration. He also seems to lack the understanding of the consequences to his actions. He fails to see a problem with kicking and hurting people when they touch or brush him. He also has problems with the concept of turn taking and often tries to push in and take other peoples turns however this may be a result of frustration and targeting the anger may reduce this problem.
Resource to help manage issue
A practical resource that a teacher could use with Brock but also other students who have an anger issue is that of a chill out area. This is an area the child can go when they feel like they are getting heated and angry to get away from the people/ environment that may be causing this issue. This relaxation station can diffuse anxiety, a build-up of anger and releases energy which calms the student down (The National Autistic Society, 2013).
This is an example chill out zone. However each zone can look completely different and will depend on the teacher, students and classroom.
This is giving Brock the power to assess his emotions and recognise when he needs to calm down before causing or being involved in a bad situation. This gives him the decision to recognise that if he does not chill out something bad may happen even though he may not mean to do it.
This area may have bean bags or pillows and a few toys he could play with quietly to calm him down. The other students would be aware that when Brock is in this area they are not able to go near him or enter that area until he has calmed down and returned to normal. Here is what a chill out zone may look like however each area will depend on the students, teacher and classroom organisation.
References
Matson, J., Nebel-Schwalm, M. (2007). Assessing Challenging Behaviours in children with autism spectrum disorders: A review. Developmental Disabilities 28, 567-579. Retrieved from http://www.sciencedirect.com/science/article/pii/S0891422206000734
The National Autistic Society. (2013). Challenging behaviour in children with ASD. Retrieved September 12, 2013 from http://www.autism.org.uk/living-with-autism/understanding-behaviour/challenging-behaviour/challenging-behaviour-in-children-with-an-asd.aspx
Classroom inclusion for individuals with Autism 