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Early years: Low level disruption e.g. interruptions, fiddling

  • Differentiate your use of voice, gesture and body language.
  • Focus on reducing anxiety and thereby behaviours.
  • Use positive reinforcement and choices creatively e.g. ‘catch them being good’, find alternative activities or fiddle toys
  • Positive reinforcement of expectations through verbal scripts and visual prompts
  • Have a quiet area to go to if the child cannot manage to stay in a particular activity. Plan how to support them to engage on another occasion.
  • Pick your battles- it is unreasonable to expect “perfect” behaviour and it is unreasonable to apply the same sanctions in the same way as you would with a child who is neurotypical and doesn’t struggle with impulse control or maintaining focus
  • Ensure a positive progressive approach to managing behaviour is taken, not a punitive behaviourist approach- even though the latter may be more immediate and may make adults feel temporarily more in control
  • Staff consider a low arousal approach.


Low arousal approach information.

Last updated 30 November 2020

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