![]() Set up activities which can allow them to succeed and praise them to help build a sense of competence and trust in you (e.g. Avoid using tangible objects such as food to encourage positive behavior as subtle changes in the taste between different brands of food could lead to a negative reaction from the child.Ĭreate an atmosphere in which the child feels competent. show some pictures of the place first, and bring the child near to the place after). ![]() dentist or doctor’s clinic) in advance and in a gradual manner (e.g. Do consult your child’s occupational therapist or paediatrician on which physical movement is suitable for your child.įamiliarise your child with the new setting (e.g. Physical movement such as tight squeezes, sitting and bouncing on an exercise ball, jumping up and down on a trampoline can help to regulate senses and calm a meltdown. Teach them to ask for help, watch out for others, negotiate how much to do, alter a challenging task and learn to accept no as an answer. Do they like taking deep breaths or do they find drawing or reading more calming? Practise the calming strategies with your child when he or she is calm so that he or she knows how to engage in them during a meltdown. Use short assuring phrases such as “it is okay, Bob,” or “I am here, Bob.” Saying their name often helps to keep them in the present.Ĭheck what calming strategies work best for them. Stay out of their view and say nothing at this time. Get a soft item such as a pillow or a cushion and place it between their head and the wall or whatever they are hitting themselves with. If your child engages in self-injurious behavior such as banging of the head or biting himself or herself, prevent further harm without touching them. He or she is unable to process what you are saying.Įnsure safety. During a meltdown, a child’s brain is temporarily shut down. Ignore the negative behavior, if it does not pose any safety risk.ĭon’t reason with your child. Avoid saying “You will not be able to go to the playground tomorrow,” as this would allow them to get away and not learn. This is to ensure that the child learns that his/her behaviour (cause) will result in consequences (effect). In this case, the consequence for fighting between the siblings is to have their TV viewing time reduced by 10 minutes. For example, “Do you remember? We are going to take a bus now to go to the coffee-shop, buy dinner and go home.” Make the conversation as short and as firm as possible.Įxplain the connection between behavior and consequenceįor example, “No TV for the both of you for 10 minutes because you fought with each other”. When your child starts to bargain for toys on the way home, remind him or her about the rules. No discussions, no bargains and no promises Let your child know that acting inappropriately does not lead to getting what he or she wants. What to do during a tantrum or a meltdown? Regardless of whether one is throwing a tantrum or having a meltdown, it is often our children’s way of communicating with us that they lack the skills to cope with their present situation and they need us. On the other hand, tantrums are purposeful, with the child being fully aware of what he or she is doing to achieve what he or she wants. During a meltdown, a child is often unconscious of what he or she is doing. Examples could be running, whining, hiding, avoiding eye contact, crying, hitting, pushing, punching, biting, spitting, or shutting down (not talking or moving).Meltdowns are involuntary behavioural responses experienced by the child when he or she feels anxious or overwhelmed in a stressful situation. Meltdowns may look different for each child, it will also differ depending if the response to a trigger is a fight, flight or freeze response. A sensory meltdown is a fight, flight or freeze response to sensory overload. Sensory meltdowns are a reaction to something around them that is beyond the child’s control. Multiple directions given to them at once or looking at a closet full of clothes, deciding what to wear. For other kids, it can be a reaction to having too many things to think about. The loud lunchroom or a busy place like a shopping mall. For some kids, a sensory meltdown can happen when there’s too much sensory information to process.
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