Tricky Kids-

MEET YOUR NEEDS BY

IDENTIFYING THEIRS

1. (Under The Radar)

2. KABOOM!

3. Attention & Approval

4. AD(H)D Challenges

5. Autistic .Spectrum .Disorder

.Features

6. Complex Kids
 YOULL RECOGNISE THEM

Attention
(Under The Radar) KABOOM! & Approval
Distractible, watches
Short fuse others
Busy but not productive Physical response Does favours
Always just about to... Threats Calls out, interferes
Passive resistance/defiance Refusal to comply Flounces & fusses
sick or tired Grudge holding Silly or unnecessary
Fibs and fantasies revengeful questions
Purpose:
Object play Purpose: identity/recognition
Purpose: avoidance without gain/avoidance/control Who?
disapproval
Who?
Who?
AD(H)D Challenges Autistic
Receptive language and /or .Spectrum Complex
working memory deficit
Forgets instructions .Disorder Kids
Odd development or


Slow or late
Disorganised
.Features
affect
Ordering things
Tasks incomplete/messy Lie, steal, hurt,
Perseveration
Impulsive/wriggly tantrum, self-harm
Inflexible/Slow
Lives in the moment People as objects
Territorial
Risk Blind Withdrawal or
Agitated
Contrite after the event depression
Misinterprets social
Sleep disturbances
Purpose: coping events
Cognitive/memory
Sensory overload
problems
Fiddles to relax
Wobbly boundaries
Monologue
Defiance/violence
Who? Poor relationships
Purpose: calm/control
Purpose: trying to manage
Who? situations, but using old
behaviours that are
inappropriate

Who?

ALL BEHAVIOUR IS PURPOSEFUL.

Behaviour is a form of COMMUNICATION.

What is the child trying to achieve?

Ga
Som in
ethin
g

Get
Sensory
Escape/Avoid
Reward or
Something
Relief
Rules of Thumb
Use the system
What works will be repeated
Youll get more of whatever you pay attention to
All attention is good attention
If you want to extinguish a behaviour, replace it with something
that fulfils the same need
Rewards/sanctions must be timely
Use post it instructions CALMLY & allow take up time

Remember the 3 Rs Relationships

Rules
Routines

Basic Human Needs

Which unfulfilled need is doing the most talking?

hope & safe &

positive role belief in the secure
identity future environment
meaning & attachment
& sense of a
purpose in
belonging just world
life

a) How would you rank them in order of importance?

b) Which can you do something about?
 (Under The Radar)
Basic Principles

Rules explicit expectations, boundaries, rewards & sanctions

Relationships- aim for ratio of 12 positive interactions: 1 correction (5:1 is OK)
Z O P D Ensure work is at students zone of proximal development; too easy (why
bother?)Too hard (If I try theyll know Im stupid) Way too hard ( Im going to
specialise in relationships and colouring in)
Hypoactivity may be present

Set The Scene

Be explicit about what on task behaviours look like. Use visuals & key words as
prompts. Pre-suppose good intentions. PRAISE when children are on task.
Identify avoidance behaviours. Use humour to teach what avoidance looks like.
Use family participation and regular/weekly reporting to motivate/sanction.

Facilitate

Keep the pace brisk

Make the to do list concrete
Provide activity/ allow breaks/ encourage sip n crunch
CHUNK & CHECK. Chunk work into small amounts so that it is not too daunting and
check completion before moving on.
Provide scaffolds so that parts of work are not lost before the next bit gets done.
Environment and Seating. Try to have students in a position where they cannot become
invisible.
Be mobile. Use proximity and cues to prompt on task behaviour.
Pre-suppose compliance & reward every effort.
Give 2 choices only later or now. (Make sure it is done if they choose later)
Think up a system where non-completion is obvious
( eg One teacher uses a class list snipped into tear off strips. Students paste their strip onto a chart as
work is handed in. The names still on the teachers desk go into the HALT
(Help At Lunch Time) Club. By negotiation this work may be finished at home instead.)
 KABOOM!
Basic Principles

Rules explicit expectations, FIRM boundaries, known rewards & sanctions

Relationships- aim for ratio of 12 positive interactions: 1 correction (5:1 is OK)
Z O P D Ensure work is at students zone of proximal development; too easy (why
bother?)Too hard (If I try theyll know Im stupid) Way too hard ( Im
going to specialise in relationships and colouring in)
Crisis Plan Know what youll do when it happens

Set The Scene

Be explicit about what a safe, happy environment looks like.
Write and share social stories describing correct behaviour.
Model calm and inclusion
Use visuals & key words as prompts. Pre-suppose good intentions. PRAISE pro-social
behaviours.
Use family participation and regular/weekly reporting to motivate/sanction.
Acknowledge the challenge of changing bad habits
Teach emotional literacy and good choices
Position student in an exit path, away from triggers, reduce sensory inputs
Set up Quiet Spot for time out & teach its use (Red Beast, Calm Box)
Teach use of recount and reflection chart

Facilitate

Greet student on arrival, assess mood, de-brief

Dont mood match model what you WANT
Keep the boundaries TIGHT
Stay in touch use the language of choices to make them explicit
Avoid known triggers, keep the pace brisk but not frantic
Use humour (never sarcasm ) to defuse tension
Give simple, neutral directions. Allow take up time, then repeat. (Broken Record)
Replace problem behaviour with an alternative action
Prompt the use of time out when needed. Reward recovery
Make sure restitution occurs after blow outs
 Attention & Approval

Basic Principles

Rules explicit expectations, boundaries, rewards & sanctions

Relationships- aim for ratio of 12 positive interactions: 1 correction (5:1 is OK)
Z O P D ensure work is at students zone of proximal development; too easy (why
bother?)Too hard (If I try theyll know Im stupid) Way too hard ( Im going to
specialise in relationships and colouring in)

Set The Scene

Be clear about what you intend to pay attention to

Negotiate the ways in which students can earn rewards
Set up a system of shared rewards to harness the power of peer pressure
Be fair and democratic to discourage squeaky wheels. Share roles.
Acknowledge that some students feel the need for a lot of attention; encourage the
right ways of achieving it

Facilitate

Remember! All attention is rewarding.

Ignore minor misbehaviour/dont get distracted
Dont show annoyance no mood matching, remain neutral
LAVISH PRAISE for waiting, sharing, etc. (Pre-suppose good intentions if necessary)
Reward students for ignoring attention-seeking
Say I can feel that you really want my attention. How can I help?
Encourage peer relationships as the source of belonging
Deliver sanctions privately in matter of fact way using the language of choices &
consequences
 AD(H)D Challenges

Basic Principles

Rules explicit expectations, FIRM boundaries, IMMEDIATE rewards & sanctions

Relationships- aim for ratio of 12 positive interactions: 1 correction (5:1 is OK)
Z O P D Ensure work is at students zone of proximal development; too easy (why
bother?)Too hard (If I try theyll know Im stupid) Way too hard ( Im
going to specialise in relationships and colouring in)

Set The Scene

Create the calmest environment possible

Acknowledge that these students have a real challenge receiving, processing and
recalling information
Explain that, for kids who have trouble remembering, visuals & scaffolds are critical
Stick to a routine. If it has to be changed give advance warning.
Compensate for working memory deficits with visuals, scaffolds & technology
Seat them at the front, but not in the centre where they will distract everybody
Make sure the view of the teacher/board is clear. Avoid twisting to see.
Colour code books to match the timetable. Keep books in shelves instead of under
desks.
Control risks. Put dangerous things away. Monitor anything vaguely risky CLOSELY.
Establish a time out or quiet spot & teach students how to settle down

Facilitate

Reduce/chunk tasks
Keep instructions simple (no more than 2) Write them down in steps if longer procedure.
Repeat instructions THE SAME WAY if necessary (Broken record, dont re-phrase)
Give only 2 choices (especially in crisis). Make sure the one you want is offered last.
Use technology to maximise interest / forgive errors / compensate for poor fine
motor skills (list of useful sites attached)
Use any aide time for personal organisation systems
Avoid nagging and pay attention to what you do want.

 Autistic .Spectrum .Disorder
.Features
Basic Principles
Routines are critical.
Visuals and technology WORK
Rules explicit expectations, FIRM boundaries, IMMEDIATE rewards & sanctions
Relationships- aim for ratio of 12 positive interactions: 1 correction (5:1 is OK)
You will need to teach social skills explicitly (sharing space, making
friends, roles, circle of friends, waiting, taking turns)

Z O P D Ensure work is at students zone of proximal development. Link to

areas of interest where possible
Be warned! Behaviours have a purpose. If you try to extinguish one, choose
carefully what you replace it with!
Simple, direct language only. Never use sarcasm or irony.
If you make a deal you will have to follow though.

Set The Scene

Create the calmest environment possible (sound, lighting, emotionality, clutter)

Acknowledge that these students have a real challenge receiving, processing and
recalling information
Use visuals & social stories to teach and cue social skills
Explain that visuals & scaffolds are critical
Stick to a routine. If it has to be changed give advance (visual) warning.
Identify triggers & calming strategies
Make sure the view of the teacher/board is clear. Avoid twisting to see.
Colour code books to match the timetable. Keep books on shelves instead of under
desks.
Keep stuff to a minimum
Use Red Beast, Quiet Spot & Calm Box to teach calming skills
Provide a regular floor space (and a sensory toy if needed)
Seat students out of traffic zones and in direct view of board and teacher

Facilitate
 Construct the visual work plan each day (To Do and Done)
Use a time out system for times of sensory overload/overstimulation

Complex
Kids
Basic Principles

Rules explicit expectations, FIRM boundaries, IMMEDIATE rewards, natural

consequences, restitution when needed
Relationships- aim for ratio of 12 positive interactions: 1 correction (5:1 is OK)
- keep trying to connect sensitively & calmly
- never mood match
Z O P D Ensure work is at students zone of proximal development; too easy (why
bother?)Too hard (this proves I dont count) Way too hard (KABOOM!)
Trauma & attachment difficulties require compassion
They may not want to please you or anyone
Stay within your role s/he needs a caring, competent TEACHER
Expect few internal controls; model calm and apply rewards & sanctions consistently
Dont take disappointments to heart- its not about you!

Set The Scene

Be explicit about what acceptable behaviours look like. Use visuals & key words as
prompts. Pre-suppose good intentions. PRAISE when children are on task.
Teach social skills actively and repeatedly
Get to know parents/ carers. Communicate directly, not through the child. Their life is
complicated enough. dont reinforce feelings of shame /worthlessness
Think up ways this child can contribute and/or earn something for the class
Set up quiet time/ calming systems and teach their use

Facilitate

Be welcoming and inclusive

Be alert for hyperarousal / withdrawal-redirect sensiitvely
Make the to do list do-able
CHUNK & CHECK. Chunk work into small amounts so that it is not too daunting. Reward
compliance, effort & completion. (May have trouble accepting praise, so be objective
and state what you see)
Be mobile. Use proximity. Model the mood you want. Notice good decisions.
 Use humour and creativity to avoid power battles. Give 2 choices ,then take up time.
Pre-suppose compliance & notice every effort.

Setting Goals: Choose up to 3. Start with the

easiest. Make them:

Simple
M
e
a
s
u
r
a
bl
e
Achievable
Realistic
Time-constrained

e.g. a) Jenny will complete 2 pieces of work each day by the end of the term

b) Jye will sit in his place on the floor during story time.

Useful Learning Websites

 Useful Visuals

Visual Timetable

Visual Work Planner

Signs for your Quiet Place

Signs for Time Out

Social Story Examples

Circle of Friends Poster

What Happened? Scaffold to make action/consequence explicit

Anger Thermometer

Grouchometer

High 5 Hand

Colour Coded Rules