Support positive behaviour
Create an environment that supports ākonga success and wellbeing. Understand and minimise triggers and develop a range of strategies with ākonga to help them to manage difficult times.
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Understand the behaviour
Understand the behaviour
Behaviour is a form of communication and it serves a purpose. When you understand its purpose, you can understand how to respond and intervene.
Develop school wide strategies
Develop school wide strategies
- Regularly teach and reinforce behaviour expectations throughout the school.
- Identify, understand and remove or minimise things that cause distress or are known triggers for the autistic student.
- Build staff, peer and student capability to recognise signs that the student is beginning to feel upset or anxious and to respond appropriately.
- Use personalised timetables, timers and visual aids so that students can anticipate transitions and manage themselves independently.
- Talk through last minute changes that may be startling to students.
- Keep whānau informed of what is going on each week and let them know if there is going to be a change to the plan.
Ako – take a reciprocal learning approach
Ako – take a reciprocal learning approach
Help students develop a strong sense of identity and be knowledgeable about their needs and abilities:
- Explore flexible options to allow students to learn in ways that work for them.
- Validate, respect and respond to student concerns and emotions.
- Help students give language to what they are feeling using verbal and visual tools.
- Work together to identify challenges, solve problems and develop systems for asking for help and finding a safe place or person.
- Create opportunities for students to take the lead using their strengths and interests.
- Develop cues that can be used by ākonga, peers or kaiako to signal such things as the need to refocus or take a break from a task or situation.
Work together to develop effective feedback systems:
- Avoid abstract or subtle rewards such as social approval and facial expressions that students are not attuned to.
- Develop clear written and visual success criteria.
- Use concrete and precise communication to avoid misunderstandings.
- Consider short term contracts to achieve specific learning goals and task expectations.
Recognise and respond to distress
Recognise and respond to distress
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Manage difficult times
Manage difficult times
Notice the signs that ākonga are becoming anxious. For example tapping, rocking and fidgeting
- Remind them of any self-management and relaxation strategies they know.
- Remove unnecessary demands and/or redirect the student to another activity.
- Connect with ākonga using verbal and non-verbal techniques.
Slow down and communicate calmly and simply
- Maintain a low, calm tone of voice.
- Use supportive phrases such as “I’m here to help. When you are ready, we can...”.
- Actively listen, for example nod and repeat key phrases.
- Validate student emotions “I can see you are feeling frustrated.”
Be mindful of your body language
- Approach ākonga from the side, rather than front on, this is less confronting.
- Maintain a calm presence and provide reassurance.
- Keep an appropriate distance, close enough to let ākonga know you’re there, but making sure they don’t feel trapped.
- Use appropriate eye contact, direct eye contact can be challenging and intimidating.
Create a safe space and get support
- Create space and use silence and non-action as an opportunity for ākonga to gather their thoughts. Pause, observe and prepare for any further action that may be needed.
- Ask other ākonga to move away or leave the classroom if necessary. Be aware how this may impact others.
- Use your school’s agreed process for getting support.
Useful resources
Useful resources
The incredible 5-point scale
Overview of the Incredible 5-point scale, including examples and a blank template.
Publisher: Kari Dunn Buron
Sensory differences – a guide for all audiences
Information, strategies and tips including examples of sensory differences and strategies to help.
Publisher: The National Autistic Society
Next steps
More suggestions for implementing the strategy “Key areas of support”:
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How to use this site
Guide to Index of the guide: Autism and learning
Understand:
Strategies for action:
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Identify needs and how to provide supportShow suggestions for Identify needs and how to provide support
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Key areas to supportShow suggestions for Key areas to support
- Support communication
- Foster social interaction
- Minimise sensory challenges
- Support positive behaviour
- Support self-management
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Helpful classroom strategies years 1-8Show suggestions for Helpful classroom strategies years 1-8
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Helpful classroom strategies years 9-13Show suggestions for Helpful classroom strategies years 9-13