Talk Autism by Debbie
Let's talk about Autism. The ups and downs for guiding an individual that is on the spectrum. Let's not forget about the parents and other children during out talks.
Talk Autism by Debbie
Snacks Aren’t Strategy: Why Perks Fuel Tantrums
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Hello, everyone. I know it's been a long time since I've done a podcast, but I am going to do one today and hopefully get back on the wagon and do some more. One of the things I'm going to talk about today is behaviors and behaviors at home and behaviors in the classroom. I'm seeing a lot of problems with parents and schools and teachers trying to deal with some of the behaviors that
Returning And Setting The Topic
SPEAKER_00are going on in the classroom. I am still teaching, even at my age of 73, I'm still like to be in the classroom. But I have a couple that are
Two Behavior Types Defined
SPEAKER_00have some severe behavior problems. One of them is due to his disability, but the other one is a more of a learned behavior type situation. And so we're going to talk about a little bit about the two different types of behaviors and maybe some ideas in how to help control those behaviors. The first one is sometimes the student has a disability that triggers that rage and where he can't cope or can't handle something and he gets frustrated. And so we need strategies to help that student to calm down. And one of them is not to say calm down because they're not going to. You want to use as least amount of speech as
Calming Rage From Disability
SPEAKER_00possible. If you continue to talk and try to engage with that student when they're going through that rage and they're throwing desk or tipping things over, they're going to continue. They're just going to get madder. They need you to be quiet, but be present and allow to work through it. You can give small steps for them to like remind them, remember the strategies you learned. Something like that, but don't keep kind of trying to figure out what's wrong, what happened. Don't do that at that time. Wait till it's over with and they've calmed down. Instead of flipping desk or tearing up something, give give them some paper, newspapers or something, and let them rip it up or something. Have them try to get them to sit or be in an area where they're not hurting another student. So that is just one of uh ideas that I had for this uh type of uh outrage. And I do have a student that is like that, but we just give him the space, let him calm down, and he usually does in a in a little while. They learn to start regulating, but it is difficult, and you have to make sure that the other students are out of reach, you know, maybe have a you need to have a plan that they leave the classroom and um or the other student go outside or something of that effect. The other one is what I call is the learned behavior, and I have a student this like that. He knows if he does certain things, he's gonna trigger other students. And if he um wants something that he's not getting his way, which is usually the case with a student, then he will destroy property and flip over desk and things like that to
Managing Learned Behavior Patterns
SPEAKER_00get what he wants. And unfortunately, a lot of times he's removed out of the classroom and sits in a nice easy chair and gets a snack and then returns to the classroom. So that behavior is going to continue because every time he wants something, that's what he does. And he does the same thing at home. And how I say learn behavior, because I've also seen how the parents treat their parents, and so he's learned that that if I treat you bad, if I do things like this, I will end up getting what I want from somebody just to calm me down. And so that's a little difficult actually to deal with. Then I think even the disability uh one. If you have a student or a child that is which you feel is a learned behavior not due to a disability, we need to stop and and uh regroup and say, this is what we're gonna do, and we're not gonna give him a treat. He's not gonna get what he wants when he does that. And if he has a good day, then he can have those rewards and um bring in snacks or whatever the case may be. So for that student. Some of the other things is like, especially with younger, younger kids, like you know, kindergarten, first grade, second grade, if they have that learned behavior, or if it is a disability, one of the things you can do instead of them coming up and hit you with their fist or hit you hard on the shoulder, is block and turn away and don't acknowledge them at all. Just turn away. But redirect, show them, you know, tap me
Replacement Behaviors And Safety
SPEAKER_00on the shoulder, and then then, you know, um reward them, make sure they are praised for their for their actions. The other thing is if you need to change a behavior, remember you've got to replace the behavior. So, like I would give in an example of if they need to rip up something, you know, you don't want them ripping up books and stuff like that. And I've had that textbooks being ripped up in in the classroom. Give them some paper, uh, save your newspapers or old magazines and let them rip it up if they have to, just to calm them down, you know, just say, okay, you get this amount, just to get them calmed down, regulated, and not injure themselves or somebody else. If they're banging their head against the wall, try to put something in between that, interrupt them, try to get them calmed down, move them away from the wall, those kind of things, because that is self-injuring. We don't want them to be injured or somebody else injured at that time. Well, that's all I have for today. This is a short one. I just did a real quick one. Um, I am gonna start doing a podcast again. I'm I I really miss it and I really enjoy doing them. And I just did a quick one for today on behaviors, but I want to do some more in-depth on behaviors and and ways we can do the two different ones that I talked about. I do want to look into that a little bit more
Reflection, Boundaries, And Closing
SPEAKER_00and do some research and put some stuff out there, but maybe today I helped a little bit with some ideas to help with uh regulating the behavior, whether it is due to a disability or is it uh is it a learned behavior? And really ask yourself that. Is it a learned behavior? Do they get what they want? Is that is that what they're doing? Not because they can't control what's happening inside their bodies. So there's a difference. And you know your students and you know your child, which one is it? Are they seeing stuff at home that maybe the way you treat people? You know, examine yourself, look at you know, yourself and how do you treat people? They're picking up on it. Kids are like little sponge, they will pick up very fast. So just examine yourself in the classroom. Um, those are some ideas. Remember, we don't touch the kids, we're not allowed to touch them in any way. Um, you have to, you know, if you're getting hit, you have to, you know, put defense up, or you know, you have to be part of a team and take a class on how to exalate or de escalate the situation. Anyway, I hope you guys are having a good uh week and it's been a little cold here in Florida. We even had some snow, I guess they said in Tampa. But anyway, have a good and blessed day, and I will talk to you good. Um I will talk to you soon. Bye bye.
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