| The focus here, concerning behaviour problems, is | | | | weaknesses. |
| on the preventative approach which is key to | | | | - When the opportunity presents itself help your |
| maintaining positive behaviour in your child. There | | | | child to successful in what they set out to do. |
| are many things that can be done to assist and | | | | - Repetition, repetition, Repetition - provide |
| provide support for parents and teachers involved | | | | opportunities for your child to reiterate what is |
| with behaviour problems and issues that are | | | | expected of him. For example: "What happens |
| causing concerns both at home or at school for a | | | | before and during bath time?" |
| special needs child. Be consistent when dealing with | | | | - Avoid (power struggles) - Nobody Wins! |
| a child who has behavioural issues, as this will | | | | - Take time to discuss what is appropriate and |
| often lead to more productive and positive | | | | inappropriate behaviour. This should happen if |
| behaviours. Plan strategies that you can | | | | there was an issue, but only after everyone has |
| implement regularly when your child is acting out, | | | | calmed down and had a time out. |
| involved in conflicts, bullying, or being verbally or | | | | - Routines - Children with behaviour problems |
| physically aggressive. | | | | benefit enormously from clearly established |
| It is very important that you interact positively | | | | routines and schedules - This cannot be stressed |
| with your child, and never call the "bad"; it is the | | | | enough! |
| behaviour that you are not happy with, and not | | | | - Teach your child the skills necessary for |
| the child as a person, so make sure that you | | | | appropriate behaviour from a very early age. |
| explain this when your child is acting up. | | | | FINALLY... |
| Acceptable and appropriate behaviour is | | | | So far we have discussed some strategies that |
| developmental - it happens over time and can be | | | | you can use to start dealing with and changing |
| moulded by parental support and guidance, | | | | your child's behaviour problems, now it's time for |
| previous experiences and intervention techniques | | | | the implementation stage. You are now ready for |
| by teachers and parents. | | | | the five step plan: |
| Occasionally, despite all your efforts to correct | | | | - Pinpoint the behaviour you want to change and |
| and different behavioural techniques, some special | | | | be very specific. |
| needs children will continue to have ongoing | | | | - Gather your information - When does the |
| behavioural problems. | | | | unacceptable behaviour occur? How often and |
| You cannot be all things to your child at all times, | | | | under which circumstances does it happen? What |
| and you may need to look for help and assistance | | | | precedes the behaviour? Does it happen when |
| from a professional. | | | | your child is alone, supervised, with others or at a |
| TAKING THE FIRST STEPS... | | | | specific time? What is your child's opinion of his |
| - If you see your child going something great, | | | | behaviour? |
| praise him! Promote your Childs (self-esteem) and | | | | - Now you need to take the time to interpret and |
| confidence every chance you get. | | | | analyse the information that you have gathered. |
| - When your child takes responsibility well, them | | | | - Now is the time to plan for the changes and set |
| know, and keep on providing more opportunities | | | | some goals - together with your child. What are |
| for your child to become responsible. | | | | the short and the long term goals? Who is |
| - Be objective, yet understanding - never loose | | | | involved and what will happen? The plan for |
| your patience even though you may be tempted | | | | change should be a collective effort between you |
| to do so. | | | | and your child. Be specific about needs to be done |
| - Use your best judgement of the situation, stay | | | | and what is expected. In your plan for change, a |
| objective and try to understand your child's point | | | | reward system should be in place, and you can |
| of view. | | | | use a rewards chart. It is often easier for a child |
| - Even though you may be frustrated - be | | | | to visualise what needs to be done and what the |
| patient! | | | | end goal is, and far along the road they are. |
| THE NEXT STEPS... | | | | - Evaluate how your plan is going, and if it is not |
| - Make your expectations very clear, with a | | | | working, discuss this with your child and make the |
| minimal number of rules and routines that have to | | | | necessary changes. |
| be followed. Think big, start small | | | | Once again, if after several consistent tries you |
| - Involve your child when you are setting the | | | | find that your plan is not working, and there have |
| guidelines for new rules and (routines), ask for | | | | been no noticeable or long term changes in the |
| their help. Make sure they repeat the new | | | | unacceptable behaviour, you may need to get |
| schedule, as this will help with the transition and | | | | your child referred to a specialist for some |
| getting them to remember. | | | | professional help. |
| - Emphasize your child's strengths and never their | | | | |