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UNDERSTANDING BEHAVIOUR THROUGH
THE LENS OF THE CHILD
WHAT HAPPENS TO US IN THE EARLY YEARS HAS A MAJOR EFFECT ON
OUR HEALTH AND SOCIAL DEVELOPMENT THROUGH TO ADULTHOOD.
We must ensure that
children's early
experiences are positive-
that they have a secure
foundation for
development. (Sameroff,
2009; shonkoff, 2010;
shonkoff &phillips, 2000;
Sroufe, 2009; Worhtman
et al. , 2010)
FOUNDATIONS FOR
HEALTHY CHILD
DEVELOPMENT
UNIVERSAL
NEEDS
APPLIED BEHAVIOUR ANALYSIS
is an umbrella term for the application of principles of learning and human behaviour and procedures,
derived from psychology and experimental research, aimed at improving socially significant behaviours.
Child Development
Social Learning Theory
Attachment Theory
Systems Theory (Bronfenbrenners ecological theory)
UNDERSTANDING BEHAVIOURS
Behaviour
Pattern: Individual
and Environmental
Characteristics
Function: Individual Needs
Connect before you correct
UNDERSTANDING INFLUENCES ON CHILDREN’S BEHAVIOUR CHILDREN'S BEHAVIOURS
Stage of Development Family circumstances /
stress at home/ stress in
the environment
Limited communication
Sensory processing
Medical or physical
issues (I.e. tired)
Confusion, discomfort or
fear about a
specific situation/ person/
demand
Negative or aversive
previous experiences
Punitive or punishment
based responses
Trauma and neglect
Not being heard or listened
to
not being included
BoredomDenied access to
somethingCultural influences
TRANSLATING INFLUENCES INTO INDIVIDUAL NEEDS
I need comfort and reassurance
This is too hard for me to do, I
need help
I need to be close to you
I need help to regulate my
emotions and body
I need to know how to get
access to what I want or need
I need you to listen to me
I need a break I need to move my body
around
I need to space
I need to know whats going on
I need to feel I belong
OUR GOAL IS NOT TO STOP CHALLENGING BEHAVIOURSBUT TO MEET THE NEEDS OF THE CHILD
I need quiet
I need to be taught what to do
I need to feel safe
EFFECTIVE & APPROPRIATE INTERVENTIONS
Effective - will it achieve what we are trying to achieve?
But this is not enough….
1.Is this a meaningful goal for the child/ young person and their family?
2.Does the program / intervention align to the values of the family and young person?
3.Are the parents / family members actively involved in the development and implementation of the intervention?
4.Will the intervention improve the child and the whole of family's wellbeing and development ?
5.Does the intervention support the child to apply the skills learnt naturally across setting and situations, and developmental maturation?
Family's , Carers and Practitioners Need to ask- is the intervention appropriate?
REINFORCEMENT AND PUNISHMENT
Reinforcement is..
Stimuli that increases the likelihood of a behaviour
Reinforcement and prompting is most often used in
behavioural interventions to connect with a child, and
teach new skills (or replacement behaviours)
May take longer to see positive change
Must be paired with understanding attachment and
developmental theory
Reinforcement is not just rewards, but includes the
demonstration of love- security- consistency- safety for
the child
Punishment is...
Stimuli that decreases a behaviour
Used to reduce challenging behaviour most often
Immediate results but doesn't teach any new skills or replacement behaviours
Significant negative side effects (often missed because they are delayed)
Maladaptive emotional response
Creation of new adverse behaviours (counter control)
Increase long term use of avoidant behaviours
Breakdown in the relationship between punisher and child '
POSITIVE PARENTING MOVEMENT
Focuses on connection and repair
Accesses teaching moments
Acute awareness of our own behaviours and the social learning occurring for our children
Supporting the development of the "yes Brain" (Dan Seigal)
Establishing boundaries and discipline in a safe and supportive way.
Early Intensive Behavioural Intervention (EIBI) is an evidence based and comprehensive intervention for Autism Spectrum Disorder;
Should look a lot like play and having fun, focus on motor skills, be child led, based around positive interactions (connection / attachment)
Teaching targets are naturally built into central play therapy, with a fundamental component of family involvement as active participants
THE CIRCLE OF COURAGE- FOUR UNIVERSAL GROWTH NEEDS
1. Belonging
2. Mastery
3. Independence
4. Generosity
This is a model of healthy growth for all children, emerging out of research on treating behavioural disorders
using non-coercive practices
Stanley Coopersmith supports this framework through his research on resilience, self-worth and esteem.
The positive learning framework model is focused on building children strengths rather than controlling
problems
FUNDAMENTALS OF BEHAVIOUR SUPPORT FOR CHILDREN• The intensity of intervention capitalises on the rapid development of the child's brain at that age, and their
capacity to learn.
• Focus on healthy relationships and connection between carers and child
• Promote the most positive experiences for children to promote healthy brain functioning and psychosocial and
cognitive development
• Consider the most effective learning environment and method for promoting the child’s success
• Understand that the child and family may require multidisciplinary models of support to meet all of their needs
over time
• Empower the child and family through their active and meaningful participation throughout the process
• Meeting the individual needs most often prevents challenging behaviours
1.Connect before we can Correct
2.Understand best practice guidelines – (I.e. National Guidelines on Best Practice in Early Childhood)
3.Understand the needs of the entire family and the child and how this might be impacting on their engagement with each other, or across settings
4.Consider multidisciplinary perspectives and approaches to enhance a program or long term outcomes
5.Understand limitations in your scope of competence and biases
6.Use Least Restrictive Practices
7.Avoid punishment based approaches
OUR RESPONSIBILITY AS CARERS AND PRACTITIONERS
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