Student Teacher 2
We are continuing the discussion with a student teacher who asked for some ideas for helping an elementary-aged youngster with autism who often disrupts the classroom with angry outbursts. The student explodes in anger whenever the regular classroom routine is changed. We discussed some strategies for preventing the meltdowns in the previous podcast – Student Teacher 1 – and offer more thoughts now.
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The student teacher reported that the youngster with autism screams, yells, and storms around the room before hiding in a corner and rocking. The student teacher wrote, “The regular classroom teacher and I usually just try to talk calmly to her but sometimes that sets her off even more and she’ll yell loudly that she doesn’t want to talk to us. We’ve found it works better to just ignore the behavior as long as she’s not too disruptive. She has never hurt any of the children or herself during her outbursts. I am just trying to think of something to do to help this child.”
This student teacher definitely has her priorities straight. She is concerned about the youngster’s behavior not because it irritates her, but, rather because it interferes with learning in the classroom. The student teacher is concerned about the well-being of the student with autism and her fellow students.
We could write whole books about anger management and classroom management techniques, but let’s just look at one strategy. The most effective way to prevent emotional meltdowns for an inflexible student is to develop a regular, predictable classroom routine. Give the youngster a copy of the general schedule for the day or post it on the board. Then stick with that schedule. If a change is absolutely necessary, then tell the whole class about the change well in advance, and take time to give the student with autism a revised written schedule. I am assuming she can read. If not, make a schedule using picture symbols with words underneath. All of this seems like entirely too much trouble, but, remember that it certainly beats dealing with 15 minute tantrums several times a day.
Remember that we tend to be in the “all or nothing” frame of mind. In other words, we want the tantrums to drop immediately to zero. Jot down quick notes every time he has a tantrum: the time it starts and the time it stops. This allows you to notice if the tantrums are gradually decreasing in frequency and/or length. So, for example, let’s say she tantrums for 12 minutes seven times every day. In that case, she has made significant progress if her explosions decrease to an average of 10 minute tantrums six times every day. Granted, this doesn’t SEEM like progress, but at that rate, she could be down to zero tantrums in just a few months. YIPEE!
These two podcasts – Student Teacher 1 and 2 – have addressed the issue of preventing explosions. In the final podcast about this topic – Student Teacher 3 – we will discuss some options for constructive teacher responses when the student does have a meltdown in the classroom.
NOTE TO READERS AND LISTENERS: I am Cathy Knoll, a board certified music therapist and long-time friend of many folks with autism. At FAQautism.com we are committed to providing free, practical, everyday tips for making life better for people with autism. Feel free to send me a confidential email at talk@FAQautism.com with your thoughts or challenging situations or innovative solution. And don’t forget to check out our website for a wealth of ideas and a glimpse into the world of autism. http://FAQautism.com
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