Resources to Support Challenging Child Behavior

When someone gets hurt or is talking about a painful event, my son often laughs. He has had this inappropriate nervous laughter since he was young, but it has become an issue in the work environment.

He is 22 years old. This has offended others. He  explains that he is nervous and can’t control it, but  would really like some help finding a workable solution.

Is there anything I can share with him that may help?

I teach 2nd grade in a very busy classroom.  There is one student who has major difficulty with certain academic tasks and will melt down whenever he gets frustrated.  We don’t know what to do when he gets like that – it’s very disruptive!  Sending him out of the classroom isn’t the answer.  What can I do to help him calm down?

The Watson Institute has received a number of questions from parents looking for resources to help them manage their child’s behavior in various public settings. Community activities such as going to church, visiting the library, going out to eat, and going to a doctor’s appointment have been our most requested topics.

Families are seeking help with preventing behavioral meltdowns while in these public settings.

I have a student on the Spectrum who will not follow directions to come in from recess when it is over. During recess he is monitored by my classroom paraprofessional. He will run and say ‘no’ when it is time to come in while the other students and adults leave the playground, resulting in my paraprofessional being alone with him. There are instances when he has become aggressive, making this an unsafe situation. Although he is verbal, he typically communicates with short phrases; most often only to make requests. What may I do to prompt him to come inside without causing his behaviors to escalate, keeping in mind that I am not typically there to assist?

How do I help a student transition from a preferred activity?

One of my 4th grade students has high functioning autism and is included in regular education most of his day. His teachers are complaining that his “talk outs” during class are becoming much too disruptive. We are looking for a positive reinforcement procedure that might work better than his current system, which is a basic star chart that he doesn’t like.

Some students in my class never follow directions. They just sit, or don’t put away materials and get what they need next. How can I help these students?

I have a 3^rd grader with Autism who is fully included. He is trying to gain attention from his peers by imitating their actions. His peers are becoming frustrated. How can we encourage him to interact better with his peers?

I have a student who chews her pencil during seatwork. She chews the metal top until it is ragged or comes off and will often chew the pencil right down to the lead. Not only does this behavior distract her during writing activities, but I am concerned for her safety! I have tried chewy pencil tops, other oral stimulation (candy, gum), and visual cues. Nothing seems to prevent her from chewing the pencil. How can I prevent this behavior.