Behaviour Help in Melbourne, Victoria, Australia | Educational consultant

Behaviour Help

Locality: Melbourne, Victoria, Australia

Phone: +61 423 293 254

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25.01.2022 By encouraging children with Autism Spectrum Disorder to participate in everyday activities we are promoting their: Gross motor development Fine motor development Speech and language development Cognitive/intellectual development ... Social and emotional development Sensory development By working with the variety of people that assist your child with ASD, you can create a PARTICIPATION plan that helps encourage participation. If you would like to learn about more practical evidence based strategies to help your child with ASD achieve better communication, social, emotional, behavioural and learning outcomes please refer to the Positive Behaviour Support Strategies for Students with Autism Spectrum Disorder online course https://behaviourhelp.com//positive-behaviour-support-str/

24.01.2022 Michael is a primary school teacher and has noticed a pattern of excessive reassurance seeking with one of his students, Henry. One example was when Henry’s mother said that there would be a change in routine, and that Henry’s father would be picking him up from school that day instead of her. When his mum had left, Henry asked Michael, Is Dad picking me up at three o’clock? No matter how many times Michael answered this question, Henry would keep asking, and follow with mo...re questions like, How do you know?, What if there’s a traffic jam?, Will you leave if my dad doesn’t come?. The need for excessive reassurance and answering previously asked questions can become a bottomless pit. Repeating the information temporarily relieves the child’s anxiety, so when the anxiety returns they’ll need further reassurance, which can snowball into constant questions and reassurance seeking. Follow the link below to learn positive behaviour support strategies to address excessive reassurance seeking, and help the child build confidence.

24.01.2022 Refusal to comply with requests is one of the most common behaviours I’ve seen in students with oppositional and defiant behaviours. My requests or directions are either ignored with no eye contact, or I get responses like No, I’m not doing that or You can’t make me. If I make a suggestion that the student could vary the task to make it more palatable, or be given extra time, it makes no difference sometimes even when I know a student even generally likes a certain act...ivity, I get a refusal. It can be difficult to know how to respond to a student who actively defies or refuses to comply with requests or rules, but not addressing it can lead to long-term impacts on their education and development. Behaviour Help offers an online course in Positive Behaviour Support for Students with Oppositional and Defiant Behaviours to help you understand your student’s behaviour and apply strategies to manage it. Click the link below to find out more.

22.01.2022 Blaming others for mistakes or bad behaviour and failing to accept blame is common in students with oppositional and defiant behaviours. Students may respond to such situations with angry outbursts, by saying someone else made them do it or that they only did it because , accuse someone else of the same action, or may admit to misbehaviour but not apologise for it. When students don’t take accountability for their actions, conflict with others can escalate and they may repeat the behaviour even if it hurts or affects others. Behaviour Help offers an online course in Positive Behaviour Support for Students with Oppositional and Defiant Behaviours to help you understand your student’s behaviour and apply strategies to manage it. Click the link below to find out more. https://behaviourhelp.com//positive-behaviour-support-str/

22.01.2022 I’m a kindergarten teacher, and we’ve recently had a new student, Samuel, join the class. From the beginning, Samuel’s had disruptive behaviours that I’m not sure how to deal with. He becomes angry and aggressive when he doesn’t get his way, and if he doesn’t get the attention he wants immediately, he’ll kick doors, jump on tables and punch things. This happens multiple times every hour, and I spend so much time telling him off that I feel like I don’t spend enough time teac...hing. I don’t know how to respond to the behaviours without making them worse. Behaviour Help offers an online course in Positive Behaviour Support for Students with Oppositional and Defiant Behaviours to help you understand your student’s behaviour and apply strategies to manage it. Click the link below to find out more. https://behaviourhelp.com//positive-behaviour-support-str/

21.01.2022 Harold is a sport teacher at a primary school. He’s noticed that a student in one of his classes, Aubrey, doesn’t handle making mistakes very well. A recent example was when the class was playing a game of cricket. Aubrey was playing really well, and had hit five out of five balls. But she missed the sixth ball. She was so angry that she flung her bat across the pitch, walked off the oval and sat down, saying she was a total failure because a good cricketer doesn’t miss. Mak...ing mistakes is an important part of our growth because it helps us learn and develop. Children who fear making mistakes or failing will often avoid situations where they fear this will happen, or react to mistakes and failure in a way that isn’t helpful. Follow the link below to learn positive behaviour support strategies to help children use mistakes and failure as opportunities for growth. https://behaviourhelp.com//positive-behaviour-strategies-/ See more

20.01.2022 I had a four-year-old boy in my preschool class who refused requests on a regular basis. This would often begin at the start of the day, which usually began inside with the children arriving and choosing from a variety of indoor investigations. He would refuse to come inside, or would exit the building immediately after he entered. He would ignore enticements and refuse all requests to participate. He would usually just say no and at times cling to outside equipment or go ...off to the other side of the playground and play. It can be difficult to know how to respond to a student who actively defies or refuses to comply with requests or rules, but not addressing it can lead to long-term impacts on their education and development. Behaviour Help offers an online course in Positive Behaviour Support for Students with Oppositional and Defiant Behaviours to help you understand your student’s behaviour and apply strategies to manage it. Click the link below to find out more. https://behaviourhelp.com//positive-behaviour-support-str/

20.01.2022 Some students have a tendency to be touchy or easily annoyed by others, which can lead to behaviours that disrupt the classroom for the student, their classmates, and their teacher. Sometimes it might only take someone accidentally bumping into the student or looking in their direction for the situation to escalate into an argument. This can have significant impacts on their development and relationships, but it can be difficult for us to help the student when we don’t know why these situations trigger such reactions. Behaviour Help offers an online course in Positive Behaviour Support for Students with Oppositional and Defiant Behaviours to help you understand the behaviour and apply strategies to set your student up for success. Click the link below to find out more.

18.01.2022 Behaviour Help brings you an online course that comes along with a toolkit of practical strategies to help students with ADHD reach their full potential. This course is useful for childcare workers; primary and secondary teachers; teachers assistants, youth workers and disability staff. Learn more about the course below: https://behaviourhelp.com//positive-behaviour-support-str/

18.01.2022 I always get nervous before tests. Even when it’s something I know about, I always think Did I study enough?, Did I study the right thing?. Even when my teachers tell me I’ll do fine, I second-guess myself so much. I remember one time I got so nervous before a biology test, I thought I was going to pass out. My heart started beating so fast, I was sweating really bad, and I thought I was just going to fall down and not be able to get back up again. I think I read every q...uestion like four times to make sure I understood it, and I didn’t because I was concentrating on how nervous I was rather than on the question. I ran out of time to answer all the questions, so I didn’t pass. Test anxiety not only affects a child’s performance in testing situations, but also affects their mood and self-esteem before, during and after the situation. It can worsen over time and have greater academic and psychological impacts. Follow the link below to learn positive behaviour support strategies to help children manage their test anxiety and feel more confident in their abilities. https://behaviourhelp.com//positive-behaviour-strategies-/

18.01.2022 The Diagnostic and Statistical Manual of Mental Disorders (DSM-5), a handbook that is used by professionals around the world to diagnose mental disorders, explains that there is no exact cause of Autism Spectrum Disorder, which is not surprising given the diversity of its unique presentation in each individual in terms of symptoms, skills, and severity. Instead, it’s rather the interaction between the risk factors that may contribute to the development of ASD. Risk factors in...clude: Genetic factors There is no single gene causing ASD, instead, over hundreds of different genes are involved. Certain genes inherited from a parent can make the child vulnerable to developing ASD. Also, having a parent, sibling, uncle, or aunt with ASD also increases the likelihood of the child having ASD. Neurobiological factors Abnormalities in the genetic code may result in changes in the way the brain develops and works. Environmental factors Parental health (e.g. infections and diseases the mother might have had during pregnancy); maternal use of medications, drugs, and toxic chemicals during pregnancy, low birth weight, childhood illness, food intolerance, and reactions to pollutants may contribute to the child developing ASD. If you would like to learn about practical evidence based strategies to help your child with ASD achieve better communication, social, emotional, behavioural and learning outcomes please refer to the Positive Behaviour Support Strategies for Students with Autism Spectrum Disorder online course https://behaviourhelp.com//positive-behaviour-support-str/

17.01.2022 Arguing with adults is common in students with a pattern of oppositional and defiant behaviours. It can feel impossible to get them to finish their work or contribute to the classroom when they refuse to back down, but allowing the behaviour will impact their education and development. Behaviour Help offers an online course in Positive Behaviour Support for Students with Oppositional and Defiant Behaviours to help you understand your student’s behaviour and apply strategies to manage it. Click the link below to find out more.

16.01.2022 Children with Autism Spectrum Disorder have difficulties with social communication and social interaction, but we can help them develop social skills through repeated instruction and opportunities for practise. The first step involves creating a social skills profile to determine what skills need to be taught. Once you know what skills the child needs to learn, the following steps can be used as a guide to facilitate teaching them. Step 1: Provide a rationale Help the child... understand why the skill is useful. Step 2: Provide modelling Demonstrate the skill, and provide the child with specific rules or steps involved. For many children, it can be helpful to provide examples of someone using the skill correctly and incorrectly, then discussing the actions, reactions and consequences. Step 3: Provide guided practice Provide the child with opportunities to practice or rehearse skills in staged situations that simulate the actual situation. Step 4: Teach self-regulation Self-regulation is the ability to evaluate one’s own behaviour and emotions in terms of their appropriateness to regulate them accordingly. Step 5: Promote generalisation Provide opportunities for the child to use newly acquired social skills in a variety of settings, people, situations and times. If you would like to learn about more practical evidence based strategies to help your child with ASD achieve better communication, social, emotional, behavioural and learning outcomes please refer to the Positive Behaviour Support Strategies for Students with Autism Spectrum Disorder online course https://behaviourhelp.com//positive-behaviour-support-str/

14.01.2022 I had a four-year-old boy in my class who would actively set out to upset others by targeting the area where they were playing in the preschool and knock over or destroy their block building, Lego or playdough constructions. He would at times quietly knock something over and smile or laugh loudly and run away with a piece of the equipment, often then throwing it into an inaccessible area such as bushes or behind cupboards. Being spiteful and vindictive is common in students... with oppositional and defiant behaviours, and their behaviours can be frustrating and stressful when they hurt other people. Behaviour Help offers an online course in Positive Behaviour Support for Students with Oppositional and Defiant Behaviours to help you understand your student’s behaviour and apply strategies to manage it. Click the link below to find out more. https://behaviourhelp.com//positive-behaviour-support-str/ See more

11.01.2022 Autism Spectrum Disorder is characterised by difficulties in two domains: (1) social communication and social interaction; and (2) restricted, repetitive patterns of behaviour, interests, or activities. The first signs of ASD begin to emerge and become apparent within the first two years. Below are the behaviours that are associated with restricted, repetitive patterns of behaviour, interests, or activities. Please remember Autism is known as a spectrum disorder because ...the way the characteristics manifest and the severity of the symptoms will vary greatly from one child to another. If this information raises any concerns, please speak to your local doctor who can provide a referral to the relevant professional for diagnosis and treatment if appropriate. Research shows that early intervention greatly improves outcomes, so it is important to look for these symptoms when a child is young. If you would like to learn about more practical evidence based strategies to help your child with ASD achieve better communication, social, emotional, behavioural and learning outcomes please refer to the Positive Behaviour Support Strategies for Students with Autism Spectrum Disorder online course https://behaviourhelp.com//positive-behaviour-support-str/

11.01.2022 The way ASD symptoms manifest and look is different between boys and girls. Below are some of the ways that SOCIAL communication and interaction difficulties present differently in girls compared to boys. If you would like to learn about practical evidence based strategies to help your child with ASD achieve better communication, social, emotional, behavioural and learning outcomes please refer to the Positive Behaviour Support Strategies for Students with Autism Spectrum Disorder online course https://behaviourhelp.com//positive-behaviour-support-str/

07.01.2022 Mark started noticing changes in his son, Peter, after Mark and Peter’s mother divorced. Peter went from an outgoing, fun, talkative boy, to developing separation anxiety. As Peter got older, he started saying things like I hate school or I don’t want to go to school, but Mark was able to get Peter to go through encouragement. This then developed into Mark needing to offer rewards to get Peter to go to school. Mark then started receiving frequent calls from the school abo...ut Peter feeling unwell. Eventually, Peter started to outright refuse to go to school and would stay at home all day instead. School refusal has significant impacts beyond poor academic performance. It can compromise long-term social, economic, financial and personal wellbeing. But trying to force a child to go to school when they absolutely refuse can strain family relationships. Follow the link below to learn positive behaviour support strategies to address school refusal and help encourage a child to get back into the classroom. https://behaviourhelp.com//positive-behaviour-strategies-/

07.01.2022 I had a four-year-old boy who would go under the table and bang up as hard as he could with his hands, feet or head to make the table move and make it difficult or impossible for other students to sit and do activities. He tried to make as much noise as possible, which resulted in the room being very difficult to be in and the activities disrupted or broken. Deliberately doing things to annoy or upset others is common in students with oppositional and defiant behaviours, and their behaviours can be frustrating and stressful when they affect other people. Behaviour Help offers an online course in Positive Behaviour Support for Students with Oppositional and Defiant Behaviours to help you understand your student’s behaviour and apply strategies to manage it. Click the link below to find out more.

05.01.2022 A student in my class has built up a repertoire of behaviours that he knows will annoy others. His favourite time to use these behaviours is during floor time, or when I tell the students to use quiet or group voices. He will deliberately sit too close to students, almost sitting on their legs, poke them, make repetitive noises or words, all just to annoy them. Deliberately doing things to annoy or upset others is common in students with oppositional and defiant behaviours,... and their behaviours can be frustrating and stressful when they affect other people. Behaviour Help offers an online course in Positive Behaviour Support for Students with Oppositional and Defiant Behaviours to help you understand your student’s behaviour and apply strategies to manage it. Click the link below to find out more. https://behaviourhelp.com//positive-behaviour-support-str/ See more

05.01.2022 Autism Spectrum Disorder can manifest with a range of accompanying conditions, including those below. If you would like to learn about practical evidence based strategies to help your child with ASD achieve better communication, social, emotional, behavioural and learning outcomes please refer to the Positive Behaviour Support Strategies for Students with Autism Spectrum Disorder online course https://behaviourhelp.com//positive-behaviour-support-str/

04.01.2022 Paul’s family has just moved to a new city, which means he needs to go to a different school. The move has left Paul feeling very unsettled, and every time he thinks about the impending first day at his new school, Paul feels like he’s going to be sick. What if his dad’s new job keeps him so busy that he forgets to pick Paul up from school? Or what if his dad gets lost on the way to pick him up? When the day finally comes, Paul can’t make himself eat breakfast. As his dad get...s ready to take him to school, Paul starts trembling and his heart races. He tells his dad he can’t go to school because he’s sick, and begs his dad to stay home with him. Separation anxiety can be distressing for the child, parents, other caregivers and other people in the child’s environment, but it can often feel like our efforts to ease this distress are only making things worse. Follow the link below to learn positive behaviour support strategies to address separation anxiety and make these situations easier to navigate.

04.01.2022 My son, William, is a perfectionist, and becomes very irritable when he doesn’t get things perfectly, completely right. We recently had a parent-teacher meeting at school and William’s teacher had a lot of wonderful things to say about him, but there were a few things she said he could improve on. When we left the interview, I told him how proud I was, but William only focused on what he perceived to be criticism and became irritable when I told him that everyone has things ...they can work on. He said that he should already be good at those things, and that he’s a failure because he isn’t good at everything. Making mistakes is an important part of our growth because it helps us learn and develop. Children who fear making mistakes or failing will often avoid situations where they fear this will happen, or react to mistakes and failure in a way that isn’t helpful. Follow the link below to learn positive behaviour support strategies to help children use mistakes and failure as opportunities for growth. https://behaviourhelp.com//positive-behaviour-strategies-/

02.01.2022 I have difficulty getting one of my students, John, to do his schoolwork. He always sits at the back of the class with his laptop, but I know that he’s playing games, not doing his work. When I ask him to stop playing games and do his work, he’ll often complain of a headache or stomach ache and ask to go to the sick bay. Even if I can get him to put the laptop away, he puts his head on the desk and refuses to complete the work. I don’t know how to get him to participate. Task avoidance is a barrier to development, as every time we avoid something, we miss the opportunity to build confidence and the skills to navigate challenging situations. Follow the link below to learn positive behaviour support strategies to help children overcome task avoidance and be more active participators.

02.01.2022 Autism Spectrum Disorder is neurodevelopmental disorder, which means there is atypical growth and development of the brain or central nervous system, resulting in their abnormal functioning. Below are the parts of the brain where structural variations are linked to the development of ASD. For more information, visit https://behaviourhelp.com/blog/ If you would like to learn about practical evidence based strategies to help your child with ASD achieve better communication, social, emotional, behavioural and learning outcomes please refer to the Positive Behaviour Support Strategies for Students with Autism Spectrum Disorder online course https://behaviourhelp.com//positive-behaviour-support-str/