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.
On this page:
On this page:
Current page section: Support positive behaviour
Go to top of current page: Support positive behaviour
Go to top of current page: Support positive behaviour
Go to top of current page: Support positive behaviour
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
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”:
-
Current page Support positive behaviour
Return to the guide “Autism and learning”
How to use this site
Guide to Index of the guide: Autism and learning
Understand:
Strategies for action:
-
Identify needs and how to provide supportShow suggestions for Identify needs and how to provide support
-
Key areas to supportShow suggestions for Key areas to support
- Support communication
- Foster social interaction
- Minimise sensory challenges
- Support positive behaviour
- Support self-management
-
Helpful classroom strategies years 1-8Show suggestions for Helpful classroom strategies years 1-8
-
Helpful classroom strategies years 9-13Show suggestions for Helpful classroom strategies years 9-13
