Resources to Support Challenging Child Behavior

My student has a melt-down when there is a change from outdoor play/recess to indoor play. How can we make him understand the visual picture change to his schedule?

My child typically fights going to bed, thinking of more and more activities to do to prevent bedtime from occurring. Once he is settled in bed, I have to stay until he falls asleep. He often wakes during the night or is up very early. I am exhausted, what can I do?

I am working with a child who has just started licking things: people, walls, toys, etc. Redirection makes him frustrated. How can I help him reduce this behavior?

I am a Life Skills teacher and have a 2nd grade student with autism who will often blow out “boogies” without getting a tissue. He will do this several times a day and it often soils the table or other classroom items. Do you have any ideas of how to stop this behavior? He does have the ability to get a tissue and blow his nose as we have taught the behavior and he has demonstrated that he can do it with both a verbal or picture prompt on occasion.

When someone gets hurt or is talking about a painful event, my son often laughs. He has had this inappropriate nervous laughter since he was young, but it has become an issue in the work environment.

He is 22 years old. This has offended others. He  explains that he is nervous and can’t control it, but  would really like some help finding a workable solution.

Is there anything I can share with him that may help?

I teach 2nd grade in a very busy classroom.  There is one student who has major difficulty with certain academic tasks and will melt down whenever he gets frustrated.  We don’t know what to do when he gets like that – it’s very disruptive!  Sending him out of the classroom isn’t the answer.  What can I do to help him calm down?

The Watson Institute has received a number of questions from parents looking for resources to help them manage their child’s behavior in various public settings. Community activities such as going to church, visiting the library, going out to eat, and going to a doctor’s appointment have been our most requested topics.

Families are seeking help with preventing behavioral meltdowns while in these public settings.

I have a student on the Spectrum who will not follow directions to come in from recess when it is over. During recess he is monitored by my classroom paraprofessional. He will run and say ‘no’ when it is time to come in while the other students and adults leave the playground, resulting in my paraprofessional being alone with him. There are instances when he has become aggressive, making this an unsafe situation. Although he is verbal, he typically communicates with short phrases; most often only to make requests. What may I do to prompt him to come inside without causing his behaviors to escalate, keeping in mind that I am not typically there to assist?

How do I help a student transition from a preferred activity?