How To Prevent a

Meltdown

Or at least make it not so bad…

Autism Spectrum Disorders

Autism is a neurological or developmental Autism is a neurological or developmental disability that impairs a person’s sensory disability that impairs a person’s sensory processing, verbal and nonverbal processing, verbal and nonverbal communication, social interaction, problem communication, social interaction, problem solving, and development. solving, and development.

The term “spectrum” is used because no two The term “spectrum” is used because no two people have exactly the same symptoms. people have exactly the same symptoms.

Symptoms range from mild to severe.Symptoms range from mild to severe.

Classic Characteristics of ASD

Social skills deficitsSocial skills deficits

Communication deficitsCommunication deficits

Engagement in repetitive activitiesEngagement in repetitive activities

Resistance to changeResistance to change

Unusual responses to sensory experiencesUnusual responses to sensory experiences

Emotional DisabilitiesEmotional and/or behavioral problems are behaviors exhibited Emotional and/or behavioral problems are behaviors exhibited that are deemed inappropriate and adversely affect the student’s that are deemed inappropriate and adversely affect the student’s educational performance over a long period of time and to a educational performance over a long period of time and to a marked degree.marked degree.

The student may have an inability to learn that cannot be The student may have an inability to learn that cannot be explained by intellectual, sensory, or health factorsexplained by intellectual, sensory, or health factors

The student may have an inability to build or maintain The student may have an inability to build or maintain interpersonal relationshipsinterpersonal relationships

The student may display inappropriate types of behavior under The student may display inappropriate types of behavior under normal circumstancesnormal circumstances

The student may have a general pervasive mood of unhappiness The student may have a general pervasive mood of unhappiness or depressionor depression

EMD may look like this:

Refusal to follow directionsRefusal to follow directions

Use of inappropriate languageUse of inappropriate language

Failure to interact with peers and teachersFailure to interact with peers and teachers

Unprovoked aggressive behaviorsUnprovoked aggressive behaviors

Skewed sense of realitySkewed sense of reality

What would you do if this was your student?

This won’t work!

Or this…

Not this either!

How Does It Feel to Have Autism? Emotional

Disability?Volunteers?

How many stone aged are complet a ton?

Who maanddees electricity?

What is the Theory of ddheelvfs jdenc?

Share…

How did you feel emotionally?How did you feel emotionally?

What did you see?What did you see?

Hear?Hear?

Feel tactilely?Feel tactilely?

Stages of a Meltdown

Anxiety/Starting Out – a noticeable Anxiety/Starting Out – a noticeable change in behaviorchange in behavior

Can be an increase or a decreaseCan be an increase or a decrease

Examples:Examples:

Stages of a Meltdown

Defensive/Picking Up Steam – Defensive/Picking Up Steam – beginning stage of loss of beginning stage of loss of rationalityrationality

Student may become belligerent Student may become belligerent

Student may challenge authorityStudent may challenge authority

ExamplesExamples

Stages of a Meltdown

Acting-Out/Point of No Return – total loss of Acting-Out/Point of No Return – total loss of control which results in physical or emotional control which results in physical or emotional acting out episodeacting out episode

It’s on!!!!!It’s on!!!!!

Flight or fight mechanism is triggeredFlight or fight mechanism is triggered

ExamplesExamples

Stages of a Meltdown

Tension Reduction/Recovery Period – a Tension Reduction/Recovery Period – a decrease in physical and emotional energy decrease in physical and emotional energy that occurs after one has acted outthat occurs after one has acted out

This is your goalThis is your goal

Can happen after any stageCan happen after any stage

ExamplesExamples

Your Response

Supportive – be non-judgemental and empathic Supportive – be non-judgemental and empathic to attempt to alleviate anxietyto attempt to alleviate anxiety

ListenListen

Show concernShow concern

Ask questionsAsk questions

Acknowledge the student’s feelingsAcknowledge the student’s feelings

Understand that students with ASD and EMD Understand that students with ASD and EMD sometimes do not have automatic sensory sometimes do not have automatic sensory regulation regulation

Your Response

Your Response

CPI techniques – all staff members working with CPI techniques – all staff members working with students prone to meltdowns should be CPI certified , students prone to meltdowns should be CPI certified , especially if the meltdowns tend to become physicalespecially if the meltdowns tend to become physical

Remove the audienceRemove the audience

Allow the student to vent and just listenAllow the student to vent and just listen

Silence is okSilence is ok

Do not attempt to touch the student unless he is a Do not attempt to touch the student unless he is a threat to himself or othersthreat to himself or others

Your Response

Once the student has reached tension Once the student has reached tension reduction, re-establish communicationreduction, re-establish communication

Reassure the student that your relationship is Reassure the student that your relationship is not damagednot damaged

Allow “down” timeAllow “down” time

Keys to Verbal Intervention and Setting

LimitsSimple and clearSimple and clear

ReasonableReasonable

EnforceableEnforceable

Stay calmStay calmBe aware of body languageBe aware of body language

Give undivided attentionGive undivided attention

Why the Meltdown?Precipitating Factors Precipitating Factors – internal or external – internal or external causes of acting out behavior over which staff causes of acting out behavior over which staff have little to no control have little to no control

examples: poverty, rejection, bullyingexamples: poverty, rejection, bullying

Sensory Processing ProblemsSensory Processing Problems– the inability to – the inability to filter external sensations or organize sensory filter external sensations or organize sensory messagesmessages

Sensitivity to light, noise, touch, taste, or smellSensitivity to light, noise, touch, taste, or smell

Perfumes, crowded areas, scratchy clothing, bright lightingPerfumes, crowded areas, scratchy clothing, bright lighting

Why the Meltdown?

Difficulty with Abstract Thinking – inability to Difficulty with Abstract Thinking – inability to imagine what is not directly perceived by the imagine what is not directly perceived by the senses senses

If I can’t see it, hear it, or touch it, it must not be true! If I can’t see it, hear it, or touch it, it must not be true!

Difficulty with Perspective Taking – the inability to Difficulty with Perspective Taking – the inability to feel empathy (to feel what others feel)feel empathy (to feel what others feel)

Inflexibility – inability to accept change or alter Inflexibility – inability to accept change or alter what is expectedwhat is expected

Video clip

What Can You Do?

Offer sensory breaksOffer sensory breaks

Teach social skillsTeach social skills

Give specific directions Give specific directions and questionsand questions

Break tasks into smaller Break tasks into smaller stepssteps

Use visual images to Use visual images to teach abstract thoughtsteach abstract thoughts

Use visual schedulesUse visual schedules

Use timers for transitionsUse timers for transitions

Warnings about schedule Warnings about schedule changeschanges

Use video modelingUse video modeling

Help peers understand Help peers understand their behavior and ask their behavior and ask them to be supportive them to be supportive and acceptingand accepting

What can you do?

Use rewards, Use rewards, punishment is not as punishment is not as successful with EMD successful with EMD studentsstudents

Be consistentBe consistent

Be structuredBe structured

Positive reinforcementPositive reinforcement

Structure the classroom Structure the classroom setting to offer a quiet setting to offer a quiet place to workplace to work

Avoid demanding eye Avoid demanding eye contactcontact

Implement the use of a Implement the use of a “safe person” for needed “safe person” for needed breaksbreaks

Avoid a power struggleAvoid a power struggle

Your Turn

Suggestions, ideas, thoughts???Suggestions, ideas, thoughts???

Robert Downey, Jr

Steven Speilberg

Dan Akroyd Ludwig van Beethoven

Jean-Claude Van Damme

Jane Pauley

Courtney Love

Daryl Hannah

Andy Warhol

Mark Twain

Albert Einstein

Satoshi Tajiri, Pokemon

Dr.Temple Grandin, Doctor of Animal Science,

Professor at Colorado State University, author,

inventor, advocate and…

Autistic

Zachary Tyler Corley

My 1 in 88!

The information we shared today can be The information we shared today can be employed with any student that is headed for employed with any student that is headed for meltdown mode. Students don’t act out in a meltdown mode. Students don’t act out in a vacuum and we need to be able to think on vacuum and we need to be able to think on our feet so that we act in accordance with our feet so that we act in accordance with what has been proven successful and best for what has been proven successful and best for the child. the child.

Bibliography:

Baker, J. (2008). No More Meltdowns. Arlington, TX, USA: Future horizons.

CPI. Nonviolent Crisis Intervention. Milwaukee, WI, USA.

Harlan, J. C., & Rowland, S. T. (2002). Behavior Management Strategies for Teachers (Vol. 2nd edition). Springfield, IL, USA: Charles C Thomas.

Other Resources

www.Interventioncentral.org 

Behavior Intervention Manual 

How to Talk So Kids Can Learn by Adele Faber and Elaine Mazlish 

The Social Skills Picture Book by Jed Baker, Ph.D. 

The Out-of-Sync Child by Carol Kranowitz, M.A. 

A Treasure Chest of Behavioral Strategies by Beth Fouse, Ph.D and Maria Wheeler, M.Ed.