Difficult behaviours of learners with special needs can be difficult to handle and that calls for recognition of the need for efficient ways of handling such situations. It is vital for parents, teachers, and other carers to have great sensitivity to behaviour management and where possible to consider solutions that bring about positive changes . 

Let’s take a look at some of the tips regarding behaviour management for special students.

Understanding and Managing Challenging Behaviours

Concerning the behaviour problems in special students, it is essential to understand that these Behaviours have some causes that may include communication barriers, sensitivity to touch or noise, feeling of frustration or bereaved needs. It is therefore extremely important to understand why such Behaviours are exhibited in the first place so that action can be taken to prevent them.

Identify Triggers

Strengthening of parental and carer’s knowledge of what causes a child to exhibit difficult behaviour is important. Such triggers could be noise, physical contact, sudden movements as well as feelings or sentiments like anger, fear, stress etc., the body’s need for nutrients or rest etc. Besides, observing the context where the behaviour takes place will assist in identifying the scenarios that can be cues for such behaviour together with ways to avoid or manage them.

Understand the Function of the Behaviour

In other words, every Behaviour has a communication function or function as means of getting attention or escaping from a task. They assist in understanding the role that the Behaviour plays and therefore create intervention strategies. For instance, if a child refuses to clean the room and chooses to misbehave instead, the task can be divided into several parts and this can transform the child’s demeanour.

Stay Calm and Consistent

When dealing with difficult Behaviours, it is essential to be calm and respond consistently towards those behaviours. When the child becomes irritated, his/her mannerisms also get irritated, and when the child is angry, the child becomes angry, while a composed disposition assists in de-stimulating the Behaviour. Uniformity in the way a child responds to behaviours also assists in making the child learn what is right or wrong.

Use Visual Supports

Many special students need some sort of anchor for the day, something that is tangible that will tell them what is expected of them during the day and at what times, or social stories that will assist them avoid certain behaviours. Visual aids give that structure and they are easily understandable so that the child will be able to structure his or her day.

Positive Reinforcement and Behavior Modification Techniques

Using positive reinforcement and Behaviour modification is good techniques in altering Behaviour and avoiding undesirable Behaviours. These techniques centre on supporting positive behaviours through offering something for the same as compared to negative disciplines.

Positive Reinforcement

Positive reinforcement means encouraging a child when he or she is engaged in preferred Behaviours. We can make them material (for instance stickers, toys) Or non-material (for instance praise, extra playtime). The best time to give the reward is when the student is engaged in the right Behaviour so that the student can make a connection between the Behaviour and the reward. For instance after a child has done a task without getting angry, you can encourage them by saying things like ‘well done for not getting angry and for finishing your work’.

Behaviour Contracts

A behaviour contract is basically a social deal made between the child and his or her caregiver or teacher where certain Behaviours are promised or expected and the consequent benefits or positive reactions for the promised Behaviours are also specified. This contract should be realistic, written and understandable and consistent with the child’s capability. For example, a Behaviour contract may be, “I will speak without whispering in the class and have to raise my hand” with the consequence being loss of computer time if the goal is not achieved in class.

Token Economy Systems

A token economy system refers to awarding stars, points among other tokens and then can be redeemed for different rewards for demonstrated positive Behaviour. It assists children appreciate the delayed gratification system and makes the child work towards the achievement of long-term goals. For example, a child might get a token each time he or she obeys the first time they are told to do so and when the child has three tokens, the child gets to decide what he or she is going to get.

Shaping

Shaping is the procedure of rewarding successive approximations of the desired behaviour responding. This is particularly useful when it is intended to educate the child on certain activities or behaviours which the child may not like.

First, reward any attempt towards the target behaviour and increase the level of accuracy or completeness of the performance expected before giving the reward. For example, if a child is defiant and often refuses to share his/her items, the first step is to reward the child for just letting the other child play near them, and then for letting go, and so on.

The behaviour management of special students should be done by those who are patient, knowledgeable and use research based practices. It is necessary to understand the triggers, and principals to deal with these triggers. This is because dealing with the trigger of special need children inappropriately can lead to multiple difficulties.