Adding Structure to Reduce Problem Behaviors

While it is difficult to know the “function” of your grandson’s challenging behavior with the information given, some general strategies can be offered that have proven effective for many children with autism.

Some children with autism can become over-stimulated or agitated by their surroundings and benefit from increased structure and a predictable environment.

Some easy ways to do this include a visual schedule that outlines home routines, different sensory areas to allow for regulation (areas with less bright light, areas with increased opportunities for deep pressure, etc.).

In addition, consider using visuals or basic American Sign Language to help your grandson begin to communicate. A Picture Exchange Communication System or ASL provide two fantastic avenues for early communication.

Lastly, increasing engagement by offering more structured activities can help limit interfering behavior. If the interfering behavior still persists, interruption and redirection is an appropriate strategy. This involves interrupting the behavior by gently blocking the child from hitting or throwing anything, and prompting an appropriate alternate communication for another activity, item, or engagement.

I find that if you don’t know the function, signing “Play” is a good general sign to teach as it gives the child attention and engagement in a play activity.

Positive praise and attention for positive behavior (when NOT knocking things over) should also occur frequently throughout the day. It would also be beneficial to seek out the many resources to help support a child with autism such as early intervention and behavioral health services which can be provided in the home or a school-based setting.

Structuring the environment to provide clear expectations and predictable routines promotes increased engagement and on-task behavior (Tien & Lee, 2007).

Response Interrupting and Redirecting (RIRD) is a strategy used to shape appropriate behaviors and decrease inappropriate behavior.

Picture Exchange Communication System (PECS) is a strategy where early learners exchange pictures with a communication partner in order to communicate a want or need.

For children who struggle with vocal speech, American Sign Language generates opportunities for robust communication.

• Child's Age: 0-2, 3-5, 6-10
• Planning Effort: Moderate
• Difficulty Level: Moderate

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Establish clear visual and physical boundaries in the home.

Young children may need repeated practice and teaching to learn the meaning and importance of the boundaries in the home setting.

• Initially limit access to areas such as the formal living room or office. (close doors, gates, tape across floor)

• Arrange furniture to establish clear physical boundaries between areas within  a room if possible (e.g. loveseat, bench, chest across an open entry into another room)

• Create an area in the room that your grandson is most often destructive, that is “his area”. Place a bin or basket of things that he likes to “play” or interact with in the area to make it less likely for him to go to pushing over furniture or knocking things off tables. If space is available, a small child sized table, carpet or bean bag can let him know where “his” area is in the room. Initially, he will need adult guidance and reinforcement for engaging in activities in the designated area. The goal is to make the new activities you offer more exciting to him than knocking over or pushing things in the room!

Increase Structure and Predictability

• Teach the child to associate each area with appropriate activities and use visual supports (see documents and resource section) to help him understand each area.

         Kitchen: eating, drinking, table work/play

         Family Room: movies, IPad, books, puzzles

         Play Room: balls, trains, blocks, gross motor play such as trampoline, sit and spin.

• Minimize visual and auditory distractions by limiting the amount of toys or objects that are around the house. Less is more!  Keep items stored in baskets or drawers and only take out 2 or 3 preferred activities at a time.
• Schedule your grandson’s time (start with a time of day that he is most likely to engage in knocking things over) by using a visual schedule of his morning and/or afternoon activities.  For example: breakfast, brush teeth, get dressed, sensory play, outside, puzzle play, movie, and snack.

Increase Engagement and Reinforce Appropriate Behavior

• Anytime a child is not engaged in some type of preferred or purposeful activity, the likelihood of interfering behavior increases. Make a list of things your grandson likes to do…even if it consists of unusual choices such as tearing paper or lining up items on the floor. Make these activities available to him and even build them into his schedule.
• Choose pictures or ASL and begin to teach your grandson how to communicate with you without knocking or throwing things. See resources below.
• Since he likes to knock things over, a variety of more appropriate “cause and effect” activities may be of interest to him such as knocking over blocks or pillows that have been stacked or pushing a toy lawnmower.
• When your grandson is behaving appropriately, be sure to use positive verbal reinforcement (“I like how you are sitting at table!”, “Oh great you put the ball into the basket!”) and if needed, a tangible reinforcer such as a sticker on a chart or a small edible treat. It is important to “catch him being good” often!