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Brought to you by PSN
Highlights in this interview:
- Learn the first key step when entering into a physical behavior situation
- Discover how technology is changing communication for our children
- How verbal and tangible comforts are the key to opening the door to communication
- Why directives work well for some and not for others
PSN: So we are kind of addressing two issues, I’ve broken them down into two categories like addressing a behavior and then preventing a behavior so that they can stay focus and on task and understand and communicate well. As far as in a crisis, in a behavior what have you found that’s worked?
Interviewee: Well, basically depending on the kid. You know, either have a little bit of luck maybe doing a quick redirect to something like favorite activity or something like that because it might get off of what’s bothering him and kind of focus more on what the favorite activity is. Or if you’ve gotten past the point then basically depending on what kind of behavior they’re going to have.
PSN: So for example, like as you’re saying if you are unable to redirect [traditionally] you’re going to go into hold?
Interviewee: Not necessarily. I mean, it depends on the kid. You know, I’m just going to and just make sure, clear the room, get anything that might hurt them out of the way. And it might just be a situation where they got sit and melt for a while if they might be able to bring it back in. I think you don’t want really want to resort to unless they are going to hurt themselves or they are going to hurt somebody else.
PSN: So clearing out the environment. Do you feel like that should include anything that’s over stimulating like computers and electronics? Or do you think that they should be left as part of the possible distraction. I know that’s very dependent on who it is. But have you ever found that leaving those types of things can be helpful?
Interviewee: Sometimes, like you know the iPads there they can kind of grab an iPad or something that’s a little bit portable. You can maybe actually maybe use it to bring them to a spot where they’re going to be able less stimulated.
PSN: And in case like that where they are using the iPad, do you see it more as for like a game thing or have you seen it used more as a communication device because like we have apps and stuff for communicating like iWant.
Interviewee: Sometimes it can be useful for communication. Like if a kid is having a meltdown not terribly communicative but they’ve got the communication program on there, if they have the iPad and have that called up and say, “Hey, what’s bothering you?” A lot of times they can give us the message about what’s bothering them and then we might be able to help them and then deescalate that.
PSN: So basically, the iPad in a way has replaced our little whiteboards of years prior that we used to use.
Interviewee: Sometimes like even just enjoying music, just play a music on the iPad and then slide it over. They can calm someone else too.
PSN: And again though that’s a personal thing because there’s music that would amp those up but then there’s music that would be calming to some. And then as far as like staying on the task, and focused and motivated, and I guess preventing the meltdown, and keeping the communication open because in my opinion just as mom I see a lot of behaviors coming from not being able to necessarily communicate clearly. What do you think is the number like a big trigger for it?
Interviewee: Part of it I think depends on reading the kid in the situation. If it looks like it’s something that might cause him difficulty then maybe if they are on a task or something break it up into smaller parts. You know, working maybe like some extra breaks that lets them decompress a little bit and then go back in.
PSN: So that would be fit. I guess you’re saying that they can get overwhelmed and that can cause…
Interviewee: Yeah, give them some simple tasks that you know that they’re going to knock out and just let them move on. If they know, “I got to get three things done before I could take a break.” They you’re not sure they are going to get like through the three things. Give them three really easy things and if they could get done in five minutes and then, “Alright, take a break. Good job!” You know, they’ll decompress. Because a lot of times it will be like this is my routine and I have to get this done; here’s three easy things.
PSN: And routine is huge.
Interviewee: It keeps that routine but it’s a little easier for them like when I was working with Richard I would do that and I would say, “You seem this is bothering him.” Switch the side and he could go lay down for a bit.
PSN: What would you suggest in a situation like that though to someone that needs that extra piece? Just for example you’re saying something that’s restraining, so with Jazzy, my son, like learning how to tie a shoe that might be a frustration to him but it is an important and necessary thing. How would you break that up? You see what I’m saying, like tasks that need accomplished even though they may be challenging.
Interviewee: Basically, I think you just kind of have to, a lot of times it might be something where you baby step it. Or they work on it on like a card or even if it’s like a doll or something that’s got a shoe that needs to be tied, if they practice maybe on that first.
PSN: Finding an alternative means to, and then make it circle back around and transfer. Right, that makes sense.
Interviewee: Because that break down sometimes just might be, you know, just finding that rhythm that’s good for them.
PSN: Exactly, because saying like we’re going to sit here all day until you master tying your shoes that’s not.
Interviewee: I mean, if you have the day where it’s just not happen then it’s just not might happen that day and say, “Alright, we’ll try again tomorrow.”
PSN: Have you ever run into, because you kind of get around everywhere, have you ever run into this like low self esteem or feeling like they are not going to be able to do something just because they’ve not been able to do other things.
Interviewee: Yeah, sometimes.
PSN: Or like Jazzy sometimes his go-to is I’m done or when he’s really not there is no cognitive delay or anything like that.
Interviewee: For a lot of the life skills, kids I know it’s not so much. Well, they will come out and say something but they will be a resistance or a reluctance to try the task in front of them.
PSN: More is the technique to get out of doing what they don’t want do.
Interviewee: Yeah, you know, either be because they are apprehensive. They said, “Well, I tried this last time it didn’t work.” This seems a lot less that gave me trouble if I don’t want to.
PSN: So they are trying to avoid not only doing what they don’t want to do but then maybe in some cases they try to avoid getting further agitated in a way.
Interviewee: Or, “Hey, everybody else is doing this and I can’t.” They won’t come out and say it but you can kind of see it in like their actions.
PSN: So what would be the number one piece that you could give to someone or deescalating like in the moment?
Interviewee: A lot of times if there is something that add comfort to them. Something that they feel kind of like safe and secure with.
PSN: Any comfort.
Interviewee: Yeah. If they have that you can kind of ask them whether it’s a music they like to listen to or even it’s like a fidget, or a toy, or something.
PSN: I mean, that could be anything from like a tangible object or something just to almost like a reboot button to reset them and get them back on track. That’s good. Thank you!
Interviewee: No problem.
PSN: I appreciate that.
Interviewee: I mean, for some the answer just go, “Hey, sit down.” Pull everything away just help them calm down.
PSN: That makes sense. I appreciate it.
Interviewee: No problem.