Step 2: Identify the reasons for the challenging behaviour

One of the most important things that parents can do to start addressing challenging behaviour is to think carefully about the reasons for the behaviour.

"Graham is rarely naughty just for being naughty... there always seems to be a reason. Predominantly its either because he can’t have his own way, that I have said the ‘No’ word or has to wait for something, and another huge reason is the language barrier so a lack of understanding as to what’s happening." (Parent)

Put yourself in the position of the child and ask what is the reason for this behaviour?

Is it to avoid having to do something that they do not enjoy, do not understand or is too difficult?
Ask yourself – is the task essential? could the task be broken down into smaller steps? how could you turn it into something they do enjoy? "I was given a tip once during one of the parent classes at the CAMHS clinic to help with the difficulties I had doing my weekly shop, as I had to take Aran with me. The best tip was to give him a task to do in the supermarket (ie, a very small shopping list of things he knew). This worked brilliantly as Aran loves helping and even before he could read he recognised the packaging of the things we used and could easily go get things." (Parent)

Is it to avoid having to do something that they do not enjoy, do not understand or is too difficult?

Ask yourself – is the task essential? could the task be broken down into smaller steps? how could you turn it into something they do enjoy?

"I was given a tip once during one of the parent classes at the CAMHS clinic to help with the difficulties I had doing my weekly shop, as I had to take Aran with me. The best tip was to give him a task to do in the supermarket (ie, a very small shopping list of things he knew). This worked brilliantly as Aran loves helping and even before he could read he recognised the packaging of the things we used and could easily go get things." (Parent)

Is it to demand social attention? Have they received some form of attention following that behaviour in the past?
Ask yourself – what type of attention is given? What opportunities already exist to gain attention? does your child have the skills to communicate their need for attention? "Zoe used to pinch other children, and I think it was really just a way of getting attention – from the other children and from the teachers." (Parent) Any attention, whether positive or negative could be ‘rewarding’ for the child

Is it to demand social attention? Have they received some form of attention following that behaviour in the past?

Ask yourself – what type of attention is given? What opportunities already exist to gain attention? does your child have the skills to communicate their need for attention?

"Zoe used to pinch other children, and I think it was really just a way of getting attention – from the other children and from the teachers." (Parent)

Any attention, whether positive or negative could be ‘rewarding’ for the child

Is it a response to a sensory issue?
Ask yourself - Could sensory overload be causing distress? Is it a reaction to a smell, sound, light or texture? How could you help to reduce this? "Supermarkets are an absolute nightmare because they seem to hit all senses at once. Smells of food, people, perfumes. Sights of different colours, some moving some static. Sounds of people, trolleys, mobile phones. Touch: people pushing past, my need to touch foods, packaging, freezers. Taste: I taste some strong smells. It is a total overload and one of the most unpleasant places for me. There are times when I cannot even get through the door." (Adult with Autism)

Is it a response to a sensory issue?

Ask yourself - Could sensory overload be causing distress? Is it a reaction to a smell, sound, light or texture? How could you help to reduce this?

"Supermarkets are an absolute nightmare because they seem to hit all senses at once. Smells of food, people, perfumes. Sights of different colours, some moving some static. Sounds of people, trolleys, mobile phones. Touch: people pushing past, my need to touch foods, packaging, freezers. Taste: I taste some strong smells. It is a total overload and one of the most unpleasant places for me. There are times when I cannot even get through the door." (Adult with Autism)

Is it to demand access to a preferred object or activity? Has the behaviour been reinforced in the past?
Ask yourself – what other opportunities does the child have to gain access to the preferred items or activities through positive behaviour? How can you make it easier for them to communicate their wish for the object or activity in a positive way? "It’s quite easy to reward innaproriate behaviour without realising it. If a child throws a tantrum because she doesn’t want to take part in a P.E lesson, and the reaction to this behaviour is to remove her from the lesson, what does that teach her?" (Specialist Teacher)

Is it to demand access to a preferred object or activity? Has the behaviour been reinforced in the past?

Ask yourself – what other opportunities does the child have to gain access to the preferred items or activities through positive behaviour? How can you make it easier for them to communicate their wish for the object or activity in a positive way?

"It’s quite easy to reward innaproriate behaviour without realising it. If a child throws a tantrum because she doesn’t want to take part in a P.E lesson, and the reaction to this behaviour is to remove her from the lesson, what does that teach her?" (Specialist Teacher)