The Burkhart Center
for Autism Education & Research
Module Three: Social and Behavioral Issues

 
 
Module Three

Behavior Overview
Behavior in ASD
Social Behavioral Effects
Managing Behavior
Different Approaches
Glossary
About the Authors

 

    

 

 

Module Two Burkhart Center Home TTU Special Education Module One Module Three

Preemptive Strategies

Myles, Southwick

People may exhibit expressed frustration in order to communicate a need or feeling. Coping with stressful events or activities may also cause individuals to feel anxious or frustrated. According to Myles and Southwick (1999), three stages of overloads are identified, (a) the rumbling stage, (b) the rage stage, and (c) the recovery stage. The authors state that the length of each stage may vary. One stage may last anwhere from an hour to a few minutes.

The Rumbling Stage

To show frustration or a general discomfort individuals may:
Bite their nails or lips
Lower their voices
Tense their muscles
Tap their feet
Grimace
These behaviors can serve as triggers for a possible overload. Early intervention by a teacher or parent can reduce the risk of an overload. First, determine the function of behavior and then apply the appropriate intervention. In order for individuals to develop appropriate ways to express frustration, develop coping strategies, or communicate a need, parents and teachers can utilize preemptive strategies to promote self-awareness, self-calming, and self-management. Parents and teachers can use a variety of preemptive strategies, developed by Myles and Southwick, to help ease the individual's anxiety or frustration such as:
  • Antiseptic bouncing involves removing the individual, in a nonpunitive fashion, from the environment in which he or she is experiencing difficulty. For example, you could ask a student to take a note to the teacher across the hall in order to give the opportunity for the student to regain a sense of calm before returning to the classroom.
  • Proximity control is utilized when the parent or teacher moves near the individual who is engaged in the target behavior. The parent or teacher who circulates through a designated area is using proximity control.
  • Signal interference is a nonverbal signal that informs the individual that the teacher or parent is aware of a seemingly minor precursor behavior. The teacher or parent can stand where eye contact can be made with the individual or a “secret” signal between teacher/parent and the individual can be used as a warning to watch the behavior.
  • Touch control is another preemptive strategy that can be used to reduce challenging behavior. For example, the parent or teacher may gently touch the individual on the foot or leg to reduce tapping and stop disruptive behavior.
  • Support from routines can be utilized as advanced preparation for a change in routine. Teachers or parents can display a chart or visual schedule of expectations and events that can provide security to the individual.
  • Interest boosting involves showing a personal interest in an individual ’s hobbies. This involves, making the individual aware that you recognize his or her individual preferences.
  • Redirecting involves helping the individual to focus on something other than the task at hand.
  • Home base is another preemptive strategy that parents or teachers can use to create a safe home base for individuals. This is a place where individuals can go when they feel a need to regain control.
  • Acknowledging individual difficulties is a strategy that parents and teachers can use to validate feelings and hopefully prevent the indivdual from getting stuck in the rumbling stage. For example, the teacher or parent should clearly state the rule along with the indivdiual's name, indicating that “everyone in the class/home follows the rule.”
  • Just walk and don’t talk can be utilized with individuals who are not “runners”. The parent or teacher can walk with the individual and allow them to express their feelings without fear of discipline or logical argument. The adult should be calm, show as little reaction as possible, and never be confrontational.
The Rage Stage
Parents and teachers cannot always prevent challenging behavior. If the individual's behavior continues escalating, an overload may occur. Myles and Southwick refer to this as the rage stage. The individual may be disinhibited and can sometimes act impulsively, emotionally, or sometimes explosively. Individuals may bite, hit, kick, destroy property, or exhibit self-injurious behaviors. Once the rage stage is in effect, teachers or parents should let the overload run its course.
The Recovery Stage
Teachers and parents should then focus on helping the individual regain control. The third stage, the recovery stage, should be implemented when the individual is completely recovered. Parents and teachers should validate the individual’s feelings and teach self-awareness, self-monitoring, and coping strategies for future episodes.
 

Myles, B. S., Southwick, J. (1999). Asperger syndrome and difficult moments: Practical solutions for tantrums, rage, and meltdowns. Shawnee Mission, KA: Autism Asperger Publishing Co.

 

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2005 Burkhart Center for Autism Education & Research