Challenging Behaviour

Definition of challenging behaviour?

“Culturally abnormal behaviour(s) of such an intensity, frequency or duration that the physical safety of the person or others is likely to be

placed in serious jeopardy, or behaviour which is likely to seriously limit use of, or result in the person being denied access to, ordinary

community facilities.”

Emerson, 1995, cited in Emerson, E (2001, 2nd edition): Challenging Behaviour: Analysis and intervention in people with learning disabilities. Cambridge University Press

• Special needs• Transitioning

• Child/adult separation• Defiance• Sibling rivalry • Frustration• Being shy• Withdraw• Over demanding• Jealousy• Anger• Boredom

Possible attributes leading to challenging behaviour

https://www.youtube.com/watch?v=BpPcqbCMZgE

Ways children may reflect their challenging behaviour in a

centre or at home• Swearing

• Sexual curiosity• Temper tantrums

• Physical violence (eg, hitting, biting, spitting)• Isolation

• Destruction of property

Strategies to help overcome challenging behaviour

At home

• Biting – Its known that parents will bite the child back to show them what the effect is when biting someone.

• Shyness – setting up play dates or taking them to an environment with other children eg, the park to get them familiar with being around others.

• Destruction of property – Taking away a toy so they can feel what its like to lose something they enjoy.

In a childcare setting

• Biting – For infants or toddlers it can be a sign of teething, teething rings can be a great solution for them to bite and sooth their gums. For older children redirecting them by saying eg, its not ok to bite somebody but it is ok to bite an apple.

• Shyness – Encouraging to play with other children instead of alongside them. Pair them up with a buddy or another child who may also be a bit shy. Getting them to work on a goal eg, build a sand castle together.

• Destruction of property – Getting the child to clean up what they’ve done eg, draw on table, get them a cloth to wipe it off. Re-direct them to an activity such as carpentry area or sandpit where they are able to build and destroy their own creations.

Discuss in groups in ways of which you have dealt with a child in challenging behaviour situation.

Views on time out corner?

Questions and answers with students on their thoughts on this topic in regards to how we should deal with challenging behaviour

Regulations state under ill-treatment of children such as subjecting the child to solitary confinement (time out) is not acceptable in any

childcare settings.

Strand 1, well-being. “Children experience an environment where:• Their health is promoted

• Their emotional well-being is nurtured• They are kept safe from harm”

Ways in which you can help support challenging behaviour at home and in a childcare

Modelling positive behaviour • Modelling can be a non-invasive and low intervention way of teaching young children responsibilities, social skills and how to respect our peers. It has be said that children from up to 6 months can begin to establish modelling from adults.

Encouraging, praising and helping • There are two main ways of communicating, verbal and non-verbal. By encouraging, praising and helping children it can create a sense of positivity eg, encouraging children to use gentle hands, or if they begin to play aggressively

suggest an activity that allows them to be rough without hurting themselves or others. However there is a limit on using to much praising and children begin to

rely on this to carry out normal daily routines.

Listening • Young children have just as much rights to speak as adults. We need to respect children by listening to their needs and wants. Many challenging behaviours can be a simple result of misunderstanding causing the child to act out, so taking the time to acknowledge and listen to a child can be

very import and is the source of finding out what has happened.Problem solving

• By giving children the opportunity to solve their own problems it teaches them about resolving their own issues, questions and dilemmas.

However there can always be the need for teachers or parents to help children if it needs some extra help.

• Does anyone else have suggestions in ways to support challenging behaviour?

Importance of listening to a child – giving the child a voice

Listening to children doesn’t always have to be by verbal communication. Children may like to draw down what their feeling or their actions can be their way of communicating with you.

When talking and listening to a child it is important to be aware of height level and tone of voice. If you are standing above a child they can feel intimidated. It’s also a sign of respect and comfort by getting down to the child’s level and making appropriate eye contact.

Links to Te Whāriki - principles

Empowerment - Whakamana“The curriculum enables all children to • develop an enhanced sense of self-worth, identity, confidence, and enjoyment;• understand their own individual ways of learning and being creative.”

Holistic development - Kotahitanga“Learning and development will be integrated through • consistent, warm relationships that connect everything together; • recognition of the spiritual dimension of children’s lives and culturally, socially, and individually

appropriate ways.”

Family and community – Whanau Tangata“The well-being of children is interdependent with the well-being and culture of • adults in the early childhood education setting;• whanau/families;• local communities and neighbourhoods”

Relationships – Nga Hononga“The learning environment will assist children in their quest for making sense of and finding out about their world if • adults know the children well, providing the basis for the “give and take” of communication and

learning;• adults provide “scaffolding” for the children’s endeavours – supports and connections that are

removed and replaced when and where they are needed;• there are opportunities for social interactions with adults and other children.”

Links to code of ethics – four fundamental principles

Autonomy“To treat people with rights that are to be honoured and defended”

• Teachers will strive to involve parents/whanau in decision making about the care and education of their child

Justice“To share power and prevent the abuse of power”

• Teachers will strive to treat colleagues and associates with respect, working with them co-operatively and collegially to promote students learning

Responsible Care“To do good and minimise harm to others”

• Teachers will strive to promote the physical, emotional, social, intellectual and spiritual well-being of learners

Truth“To be honest with others and self”

Teachers will strive to establish open, honest and respectful relationships

Parents and teachers as partners

It is important for not only the communication between teacher and child but also between teacher and parent. Building relationships

ensures the collaboration between all three, parent, teacher and child to get the best possible outcome of teaching and learning. Managing

challenging behaviour should be a join effort between parent and teacher so they can keep a consistent routine.

A Few websites for support• http://www.autismspeaks.org/sites/default/files/section_5.pdf

• http://www.scie.org.uk/publications/ataglance/ataglance37.asp

• http://www.kidspot.co.nz/

• http://www.challengingbehaviour.org.uk/

• http://challengingbehavior.fmhi.usf.edu/do/resources/documents/rph_preventing_challenging_behavior.pdf

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Emerson, 1995, cited in Emerson, E (2001, 2nd edition): Challenging Behaviour: Analysis and intervention in people with learning disabilities. Cambridge University Press

By Katie Gaskell and Jo Martin