- TANTRUM VS AUTISTIC MELTDOWN HOW TO
- TANTRUM VS AUTISTIC MELTDOWN PROFESSIONAL
Of importance here is helping the individual with ASD regain control and preserve dignity.
Intervention: Emphasis should be placed on child, peer, and adult safety, as well as protection of school, home, or personal property. Meltdowns are not purposeful, and once the rage stage begins, it most often must run its course. These behaviors may be externalized (e.g., screaming, biting, hitting, kicking, destroying property, or self-injury) or internalized (e.g., withdrawal). At this point, the child is disinhibited and acts impulsively, emotionally, and sometimes explosively. Rage: If behavior is not diffused during the rumbling stage, the young person may move to the rage stage. The home base should be quiet with few visual or activity distractions and activities should be selected carefully to ensure that they calm rather than excite.Īll of these strategies can be effective in stopping the cycle of tantrums, rage, and meltdowns and can help the child regain control with minimal adult support. Home base is a place in the school where an individual can escape stress. Support from routine can be provided by displaying a chart or visual schedule of expectations and events to give security to children and youth with ASD who typically need predictability. Often something as simple as standing next to a child is calming. Proximity control allows the teacher or parent to move near the student who is engaged in the target behavior. Antiseptic bouncing involves removing a student, in a nonpunitive fashion, from the environment in which the difficulty is occurring to provide an opportunity for the student to regain a sense of calm. Effective interventions during this stage include: During this stage, it is imperative that an adult intervene without becoming part of a struggle. Rumbling: During the initial stage, young people with ASD exhibit specific behavioral changes that may appear to be minor, such as nail biting, tensing muscles, or otherwise indicating discomfort. In other cases, a tantrum may occur because there is too much stimulation in the environment.ĭealing with tantrums and anger is easier and more effective if you understand the stages of a tantrum and know interventions you can use at each stage. 
Or it may be that their expectations (of themselves, others, or the environment) are not being met. Temper tantrums can occur when a child’s needs are not being met, such as needs for:
TANTRUM VS AUTISTIC MELTDOWN HOW TO
It’s important for classroom teachers and staff to understand why tantrums occur and, more importantly, how to deal with them effectively. Because many children with autism have difficulties communicating in socially acceptable ways, they may act out when they are confused, afraid, anxious, or stressed about something. ”įor students with autism spectrum disorder (ASD), temper tantrums may be triggered for a variety of reasons.
TANTRUM VS AUTISTIC MELTDOWN PROFESSIONAL
This article is an excerpt from OAR’s “ Understanding Autism: Professional Development Curriculum.
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