Behaviour Management

Some information on behaviour and children with Down syndrome:
  • Children with Down syndrome present with more behaviour difficulties than their typically developing same-age peers.
  • Around 60% of children with Down syndrome have no behaviour difficulties.
  • 12 – 14% present with significant behavioural difficulties, but in general, children with Down syndrome present with fewer behaviour issues than other children of the same age who have a similar level of learning difficulty which stems from a cause other than Down syndrome.
  • Behaviour difficulties will reduce with age for the majority of children.
  • Children with more severe developmental delays or children who have an additional difficulty such as Autism or ADHD tend to have more difficult behaviours
  • Children with Down syndrome are all individuals and differ in their levels of social skills. Like all children, the social development and behaviour of children with Down syndrome is influenced by their temperament, family background and experiences with other people.
  • Sometimes, children with Down syndrome can use their good social understanding to try to elicit a reaction from others. For example, they may engage in behaviours such as touching other children's work or making noises in class to get the teacher's attention.
  • It is important to be aware that children with speech and language difficulties may present with difficult behaviours when distressed or in difficulty and unable to communicate their needs verbally (Adapted from: Down Syndrome Education International).

A 'Pyramid' approach to behaviour management is recommended for use in schools with all children:

pyramid_behaviour

Adapted from Fox, Dunlop, Hemmeter, Joseph & Strain, 2003

The pyramid approach is based upon a foundation of positive, supporting relationships in the child’s life, and a school environment that is predictable and safe, with clear rules and an emphasis on reinforcing positive behaviour. These two bottom stages will be enough to ensure good behaviour in the majority of children. However, for certain children with behavioural or learning difficulties, direct teaching of social skills and emotional regulation strategies may be necessary. At the top of the pyramid, specific, assessment based interventions may be required for a small minority of children who present with significant or persistent behaviour problems.

The basic principle for fostering positive behaviour is to ignore minor inappropriate or attention seeking behaviours, and provide praise and encouragement for appropriate pro-social behaviours.

  • Minor misbehaviors are those that are not dangerous or hurtful to others, and can include whining, sulking, talking out of turn, tantrums or fidgeting.
  • Ignoring can be a powerful tool for modifying behaviour, as it gives the student no payoff or reward for the negative behaviour.
  • Effective ignoring involves withdrawing all attention during the behaviour (neutral facial expression, no eye contact or communication, turning body away from the child) and should be used in conjunction with consistent attention and praise for good behaviour.
  • Once the child has stopped the negative behaviour, try and distract them with an activity or change of subject. From this point onward, watch out for the first instance of positive behaviour from the child, and provide praise and attention.

Obviously, dangerous behaviour, or behaviour that is verbally or physically abusive to others should not be ignored, but should instead be dealt with using an appropriate consequence (time out, loss of a privilege, etc.). Do not get involved in a discussion of the negative behaviour with the child, but instead calmly remove them from the situation. After a cool-off period, the student can be told about consequence for the negative behaviour in a short and simple manner. For students with language difficulties and poor auditory memory, long verbal lectures or interrogations about the misbehavior or why it happened will be confusing and frustrating. Instead, calmly stating the rule that the child has broken, and the consequence that follows will be more effective.

It is important to encourage age-appropriate behaviour from the child with Down syndrome, in order for them to succeed in school, especially when they are included in mainstream or age appropriate classes and activities. Expecting age-appropriate behaviour is also respectful of the child’s age, and will increase their self esteem and sense of control over their lives. Children with Down syndrome usually have good social understanding and are good at learning through imitation. Some general strategies for successful behaviour management include:

Hold consistent expectations

  • Expect age-appropriate behaviour at all times – do not ‘baby’ the child with Down syndrome or allow behaviours that you would not permit from their peers
  • Ensure all staff have appropriate and shared expectations of behaviour – all adults involved with the child should follow the same strategies
  • Discourage special favours or allowances in so far as possible
  • Remind the student regularly about school and class rules ( a visual or written reminder of rules, easily visible is useful – instead of talking, the teacher can just point at the rule to be remembered)
  • Work closely with parents to ensure that they are aware of the school rules and can reinforce them with the child.

Provide clear instructions

  • Check that all rules are clearly understood and remembered by the child.
  • Use visual supports to enhance comprehension of written or oral rules or instructions. Photos are a particularly good visual aid – take a picture of the child engaging in the appropriate behaviour for a situation (e.g. – sitting at desk, lining up) and use it as a reminder.
  • Use resource teaching sessions to discuss behaviour related issues, and teach any specific social skills or self-regulation strategies the child might need
  • Explain to the student in good time about occasions when there may be exceptions to rules and situations when rules may change.
  • Prepare the student for a new event (a trip, a change of routine or personnel) by making up a social story with pictures that explains simply what is going to happen, when and where.

Avoid frustration

  • Many problem behaviours stem from frustration related to communication issues. Facilitating successful communication by the student as much as possible may ease frustration related behaviour problems.
  • Give the student a regular opportunity to meet with a mentor or trusted adult, and express in a safe, relaxed situation any difficulties or frustrations they may be experiencing during the school day
  • Encourage the child’s peers to be supportive of the child with Down syndrome, and to watch out for bullying or teasing.

Liaise with parents

  • Keep parents informed about the child’s behaviour but remember that it is important to report good behaviours and successes as well as difficulties
  • Devise behavioural strategies in cooperation with parents, so that the same message is being given to the child at home and in school
  • Draw on parental information about the child’s likes and dislikes, behaviours at home, etc.

(Adapted from Lorenz, 1998)

Behaviour assessment and behaviour plans

If a child presents with problem behaviour, it is important to work out the reason for the behaviour before attempting to address it. All behaviour has a function, and if a child is engaging in a particular behaviour it is because that behaviour is serving a purpose or communicating a message for the child. This function may be one of the following:

  • Avoidance – getting out of a difficult or disliked work task
  • Access – getting something they like – a toy, food, an activity, taken out for a walk, etc.
  • Physical or Sensory –the child is engaging in the behaviour because he/she is tired/hungry/in pain/over-stimulated/under-stimulated
  • Expression of anger or frustration – especially in the case of children with significant language and communication difficulties
  • Attention – the child is engaging in the behaviour for attention (positive and/or negative)

The Motivation Assessment Scale (Durand) is another free online tool that can be used to work out the function of particular problem behaviour . It is available here.

Often there are many changes that can be made to the classroom environment and routine, or the responses or behaviour of adults working with the child that can improve behaviour. It is best not to assume that it is the child who needs to change, before the human and physical school environment has been investigated as a potential trigger for difficult behaviours.

Once the function of the behaviour has been established, all parties involved with the child should come together to develop an individual behaviour plan (IBP). This plan should be a simple, clear working document, similar to an IEP, but addressing behaviour instead of learning. If there are several problem behaviours, it is important not to try to address them all at once. Select the 1 or 2 most serious or difficult behaviours, and address them first, before moving on to the others. It is important to include in the plan strategies for

  • decreasing the unwanted behaviour
  • teaching alternative positive behaviours,
  • rewarding good behaviour and responding to negative behaviour

The plan should outline how progress will be measured, and when the plan will be reviewed. As with IEPs there is no one particular type of behaviour plan. Click here for some samples (these are just suggestions and ideas – not strict guidelines)

Note: Please see also information on Social Development in Post-Primary School section. Refer also to Information Sources & Recommended Reading for further resources