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Behaviour Management

8 Ways to Motivate Children Without Rewards

Different strokes for different folks is becoming my new behaviour policy. What works for me as a teacher, might not work for you. Ditto if your parent. Definitely, if you’re a child. The more I have studied behaviour, the more I have come to wonder why would you marry a single philosophy when there are so many options out there? Handcuffing yourself to a single set of beliefs just limits your options. Develop preferences for sure. But if your strategies aren’t serving you, the adult you’re trying to advise or the child, it’s time to change it up and try something new. As long as the approach abides by obvious ethical parameters, its an option.

Reward systems usually evoke strong opinions. Adults can love or hate them. They can rely heavily on them or avoid them like the plague. The truth, as always, lies in the middle. I wrote a piece about developing top-quality reward systems but I acknowledge they are not for everyone and different strategies are needed. But how do we motivate children to behave and learn without rewards? Here are eight different options:

  1. Providing Choice is a strong motivator. It gives ownership to students over their learning and behaviour. Depending on the situation, you can offer them a choice over what they learn, how they learn and where they learn. (More on choice here)
  2. Providing Competition motivates students. The teacher can set a challenge for the child to overcome. They can challenge a child to beat their own personal best. In the appropriate contexts, they can even pit children against their peers. Healthy competition is part of life and should be harnessed positively.
  3. Technology always is appealing to students. They will jump at the chance to achieve learning objectives using technology instead of using pen and paper. Creating their work digitally, photographically or through video will inspire them to apply themselves.
  4. Art should never be underestimated. Whether it is creating work using new and colourful stationery or reacting to a stimulus through clay or painting, children are often motivated by presenting their work artistically.
  5. Drama stirs children’s imagination. A topic such as the Vikings can be very uninspiring in a textbook, but if it is brought to life through role-play, freeze frames and conscience alleys, it suddenly becomes a world of fun and motivation to get involved.
  6. Mysteries that need solving stoke a child’s curiosity. Give them clues and the resources and support to solve them and they will work like detectives to scratch the itch and find out what the answer is. 
  7. Surprises aren’t for everyone. Some children who are anxious need predictability. Depending on your class, however, inserting novelty and surprise activities can shake off the funk children fall into if they find routine monotonous. Variety is the spice of life and it adds motivation to the mixture too.
  8. Deadlines are simple and effective. Whether you introduce a short term deadline with a radial timer or a longer-term deadline, these can motivate children to achieve task completion before the deadline runs out.

Each of these eight options provides effective motivation on their own or paired with a reward system. Incorporating them into your daily routine will prevent misbehaviour before it has a chance to arise and an ounce of prevention is worth a pound of cure.

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Categories
Teacher Mindset

2 Strategies For Stressed Teachers (And One to Avoid)

If you’re a teacher and you’re stressed, you’re in good company. One in four teachers rates their jobs as very or extremely stressful. It is estimated as high as 46% of teachers leave the profession in the first five years of their career. In Germany, only 26% of teachers make it to retirement age – compared to 54% of other public sector employees. Research shows that 52% of early retirements can be attributed to psychiatric or psychosomatic disorders. The statistics are damning. Despite what the general population might think and or joke, teachers need to be conscious of their stress levels for the good of their careers and health. 

Occupational stress is considered most prevalent in professions that involve human interaction. Teaching fits this category as the social nature, uncertainty, emotional intensity and high levels of attention to others contribute to the stresses that accumulate over hours, days, weeks, terms and years. How should we cope with this stress? How do we ensure the role we play is sustainable for over thirty to forty years?

My Experience and What Helped

A few years ago, I dealt with chronic stress. It ended up being a crash course in stress management. My personal life combined with my professional life to create one of those perfect storms that have the potential to bring destruction if you don’t catch it early and batten down the hatches. It’s important to acknowledge that stress is like a storm, completely unavoidable. It is how we prepare, perceive and manage it that determines how much damage it does before it passes. And it does pass.

While I was continuing to move forward through the year, I adopted a two-pronged approach that is research-based and proved a lifesaver: Direct-Action and Palliative techniques.

Direct-Action is self-explanatory. It involves identifying the source of the stress, determining the reason it is stressing you and then deciding how to resolve it. Then, you activate the plan and execute. Stress is said to be the result of an imbalance between the demands you are facing and the resources you have to meet those demands. If you have lots to do, you may become stressed if you don’t have the time. If you are faced with a child who you find particularly challenging, you may become stressed if you feel you don’t have the expertise to deal with it. If you have an inspection coming up, you may become stressed if you feel unprepared. Taking a direct-action approach to these examples, you will seek to manage your time, develop your knowledge and complete the necessary work respectively. You are working towards reducing and eliminating the source of the stress.

Palliative techniques aim to reduce stress without dealing with the source. This can mean different things for different people. Personally, I began to journal (link here), I took up yoga, I played a team sport, I went away on trips with friends for the odd weekend and got out in nature as much as I could. For others, this could entail socialising, additional sleep or anything you deem to be a stress reliever. You’re switching off. You’re in a different mode and you’re fully immersed in whatever activity that you love and enjoy.

The five most common stressors for teachers are school environment, student misbehaviour, relationships with parents, time demands and inadequate training: all stressors which can be dealt with through a combination of direct action and palliative techniques. You have to find the right balance for you between trying to put out the fire and stepping away from it every once in a while.

The space to avoid, for me, was that space in between. Where you take one step away from the fire so you’re not putting it out but not too far away that you’re safe from getting burnt. The equivalent of this, for me, was sitting around complaining about my stress without taking action or lying around the house thinking about my worries when I could have been off enjoying myself. My stress was at its highest when I was in this space, neither working to eliminate the stress or taking my mind off it and enjoying life. When I fully invested in either the direct action and palliative approach, which I managed for sustained periods with the occasional lapse to despair, I managed to contain my stress and gradually work my way through it. I also managed to make some great memories when I was fully switched off and tuned into things that I loved. Take my advice and either take direct action or switch off with some palliative activity and whatever you do, avoid the middle where you’re doing neither.

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Anger Management Behaviour Management Inclusion parenting

4 Key Questions Before Using Break Cards

Using break cards can be a fantastic strategy if a child is having a true meltdown when faced with work or a situation that they feel is challenging, new or too demanding. The Break Card is a simple, easy-to-use strategy that allows a child to opt-out of a task for a short time before reengaging with the situation afterwards.

Although the concept sounds simple, I have made numerous mistakes over the years trying to implement it successfully. It is easy to fall into the trap of designing an attractive card, laminating and displaying it without ever really putting in the groundwork to ensure it is a success.

To avoid the mistakes I made, here are four questions you need to answer clearly before using a Break Card successfully:

Who will supervise their break?

A fundamental principle of a break card is that the teacher has to honour it as soon as the child asks for it. If the child is opting to take a break, the teacher cannot tell them to wait for five minutes or that they “may” get it later when someone returns to take them. The teacher cannot decide that the child does not need it. Ensure that a break is granted instantly if you are implementing this strategy. If you do not have an extra pair of hands in the room, create an area inside the classroom for taking a break.

What will they do on their break?

Distractions techniques work best as a break. This can be engaging with one of their special interests. It can be breathwork. Their break can entail some light or intense exercise. The idea of the break card is that it is a true break. Make it engaging and take their mind off the task that was agitating them so when they return, they have rid themselves of any negative emotions.

What changes after their break?

This is an area that needs attention also. The work that was presented before the break was a trigger. It will still be a trigger after the break so teachers need to make a change. We can reduce the difficulty of the task. We can reduce the quantity of work. We can change how it is presented. Perhaps a worksheet could be changed to a similar task on an iPad? We can make it look less scary. A good rule to keep in mind is the 80/20 rule for children who find task completion difficult. Keep the first 80% of the task easy and achievable before having the final 20% as the challenge.

How will I implement the Break Card?

Take the time to explicitly teach how to deal with a task or situation that is new, challenging or too demanding. Teach them to:

  1. Try a little.
  2. Ask to watch someone else do it or ask for help.
  3. Take a break.
  4. Try again.
  5. Make a deal or negotiate how much has to be done.

We need to teach this repeatedly. Remind the child of it. Before assigning them a task, ask them how they are going to try it. Reward them when they follow the steps. It is so important to teach this skillset and then constantly remind them and reinforce it before they become stressed at a task. We do not let them tantrum to get their break. We ensure they ask for it calmly. Constantly reinforcing them for attempting difficult tasks despite whether they get the right or wrong answers will help them overcome their trigger point. The break card can be a key step in this process if harnessed correctly.

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Anger Management Behaviour Management parenting

7 Common Triggers for Meltdowns

For teachers and parents, supporting children when they are having a meltdown or tantrum is a stressful experience. As a teacher, when I am working with a child who has entered a full emotional outburst, I become very self-conscious of people watching me and how I handle it. I also enter an emotionally heightened state which impacts on my decision making. I strongly want to help the child calm down and as they are now in a fight-or-flight state, reasoning and logic have gone out the window. At this point, it is about ensuring the safety of the people and objects in the vicinity and waiting for the child to come down from their heightened state.

If meltdowns are a repetitive part of your day, it is time to become a detective and start to decipher why they are occurring. Bishop Desmond Tutu has a great quote that “there comes a point where we need to stop just pulling people out of the river. We need to go upstream and find out why they’re falling in.” This is what we are going to do. If we can find the trigger, we can intervene here and the urge to meltdown will naturally dissipate. There are seven common areas which we need to be curious about and consider.

1. Internal Issues

Are they melting down because they are tired, hungry or sick?

2. Sensory Issues

Is there an issue with noises, smells or something they’re in contact with? Are they becoming bored or over-stimulated?

3. Lack of Structure

Is there a clear structure and routine on the day? Are they aware of what it is and what is expected? (App Recommendation here)

4. Work

Do they hate new or challenging tasks and situations? Do they fear them?

5. Waiting

Do they meltdown when they do not get their desires met instantly? Are they incapable of dealing with disappointment or the word “No”?

6. Self-Esteem

Do they get triggered by threats to their self-esteem like making mistakes, losing a game or being criticised?

7. Attention

Are they reacting negatively to an unmet need for attention or approval? 

From reading through this list, it is evident that we would intervene differently according to the trigger. Treating a child who is sick and melting down the same way as a child who is incapable of dealing with no makes zero sense. Once we have the trigger figured out, we start to work on designing strategies to iron it out. Taking this approach will go upstream from the problem and prevent it before it starts.

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anxiety Inclusion parenting Special Education

Help Children With Autism Return to School

Anyone who sifts through social media will see an abundance of quotes and inspirational photos. I love the area of personal development and can’t get enough of podcasts, videos, articles and anything related to the area. One common thread running through all of them now is;

Control the controllables.”

Its a phrase that looks slick and is easy-to-remember. But what does it mean? How can we apply it at this very moment?

Children with autism are likely to be struggling with all the changes in routine and uncertainty of this pandemic. I wrote an article about the 9 essential questions that children with ASD like to know and as hard as we may have tried, it is impossible to give definitive answers to them as we ourselves can’t predict the future.

One thing we do know, however, is we will return to school. We don’t know when but we know we will. Talking to parents of children with autism, a common concern they have is about trying to get their children to return to school after the long lay off. How we try to smooth this transition is a definite controllable.

I suggest that schools prepare small stories for their children with autism (or any child they feel may struggle with a return to school) and aim to answer as many of the nine questions as possible. These include:

  1. Where do I have to be?
  2. Who will I be with?
  3. Where exactly in the place will I be?
  4. What will be happening there?
  5. How much will I have to do there?
  6. How will I know when I have finished?
  7. What will I be doing next?
  8. What is the expected behaviour?
  9. What if? (questions guided by the child and their concerns)

It should be relatively easy to find out where their classroom will be and who the teacher will be in the next few weeks. Their favourite school activities can be included. The month (or date) of return can be included. The times that school starts at and finishes at can be included. The story can be made in conjunction with the parents to answer questions worrying them and start a conversation about returning to school. With this made and distributed to parents, they can start to read it with their child in the weeks leading up to a return. Each page should contain photographs of the information to increase the impact. This is a controllable.

Although we can’t predict the future, we can prepare for it. This is a strategy to promote inclusion and hopefully, prevent issues arising before they have a chance and an ounce of prevention is worth a pound of cure.

If you’re a teacher, you can begin this process now and have it ready in lots of time. If you’re a parent or know someone that would benefit from this strategy, you might consider suggesting it to the appropriate person.

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Inclusion Special Education

9 Essential Questions for Children with Autism

Children with autism need extra support to be included in day-to-day life. The social cues, rules and routines that neurotypical children pick up without explicit teaching do not come as easily to a child with ASD. Without the appropriate support, these children may look to be “misbehaving” or “difficult” when really, they just require a helping hand to get involved and be included.

There are nine key questions when preparing a child with autism for a new event or skill:

  1. Where do I have to be?
  2. Who will I be with?
  3. Where exactly in the place will I be?
  4. What will be happening there?
  5. How much will I have to do there?
  6. How will I know when I have finished?
  7. What will I be doing next?
  8. What is the expected behaviour?
  9. What if? (questions guided by the child and their concerns)

If you are going to a school assembly later in the day, an adult should sit down with the child and move through the nine questions to ensure that the child knows exactly what is going to happen, how it will happen and what is expected of them specifically. This can prevent issues before they arise and prevention is always better than cure.

Visual resources like timetables and social stories benefit children with autism massively as it can reduce their anxieties by providing clarity. Timetables (app recommendation here) are easy to prepare and implement but having every single social story ready is not always possible. A lot of preparation can be required preparing a story about the event or skill you are trying to teach. They are extremely worthwhile but how can you predict every change, social skill and event that will happen in a school year? You can’t and this is where MagnusCards come in.

MagnusCards is an app that has a wealth of scenarios and skills that answer a lot of the generic questions that will occur throughout a school day and home life. 

For example, if you want to teach a child how to come in from lunchtime, there is a 10 picture story on how to do this. Want to teach a child how to engage with pairwork in a class? There is a 7 picture story that can be used.

The events and skills range from school to social skills to personal care and safety along with much more. The pictures and text are not specific to your child’s school or home but the stories are readily accessible at your fingertips if you need them. 

I would recommend this app for three reasons. First of all, having a look through the app will help you predict what stories you could personalise, prepare and print in advance for your child. Secondly, when a change occurs or unforeseen event happens, you have a quick-and-easy visual aid to support the conversation you need to have to support a child with autism. Finally, if you see a child with autism acting inappropriately during lunchtime or somewhere unstructured, you can pull out the app and use a social story to incidentally teach an alternative way to behave in that scenario with clear, visual prompts. MagnusCards is an app that is simple, free and practical. These apps are always welcome in a teacher’s toolkit.

To download MagnusCards:

Android Version here.

Apple Version here.

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Behaviour Management

Why Michael Jordan Can Teach Us About Behaviour

Michael Jordan won six NBA championship rings as part of the Chicago Bulls team. As good as he was, he couldn’t have achieved such a feat without the likes of Phil Jackson, Scottie Pippen, John Paxson and all the other quality players that played alongside him. There was another key that gets a little shine in The Last Dance documentary: The system.

The Triangle Offense

The Chicago Bulls used a system for playing the game called the Triangle Offense. Without boring you on the ins and outs of this intricate system, it involved the players working in groups of three to form a triangle and required constant movement, crisp passing and numerous options. What happened on the court through the system was a result of the player’s decisions as opposed to other teams who had pre-determined set plays and strategies. The system – although rigorous – moulds to the strengths of the players and the system works best with players who had a high game IQ. The players follow the framework of the system and fundamental principles, however, there is an infinite number of potential actions that can emerge as a result of what is happening at the moment and what the strengths of the situation are.

Michael won six rings playing this system and Phil Jackson – the coach – won even more using it. The system works. How can we use this system in schools?

Tie It Back To Behaviour Please

I’m not suggesting for a second that we start lining up children in triangles to start promoting positive behaviour. There are definite learnings, however, to take from this hugely successful system at guiding a group successfully to the desired goal.

If the system they had used was too rigid and inflexible, players would not have been able to abide by for all 82 NBA regular-season games. It just can’t be done. People have personalities and they need to shine through. They need to be allowed to express themselves from time to time.

If the Chicago Bulls system was set on pre-determined strategies, there would have been some success but this is always limited. Eventually, opposing teams start to work out your strategies and counteract them successfully. Alternatively, the strategies don’t suit the strengths of your players so never can be executed with precision.

The Classroom

Think of the classroom as your very own Chicago Bulls team. Think of the characters in the room that need to express themselves. I believe that if I use the predetermined teaching styles and behaviour strategies that I use every year, I will have the same level of success as a predetermined basketball system if I am not considering the class I have in front of: limited.

I wrote previously about the possibility of labelling our children with ADHD, ODD and ADD being counter-productive. Part of the reason is this kind of labelling leans teachers towards using predetermined strategies guided by a diagnosis as opposed to the child’s strengths and personality. If they are successful, great. If they are not, however, the teacher is left scratching their head or the child is being labelled as extremely difficult.

Now think of a classroom that utilises a triangle-offence style system. There is a clear framework for how the class functions. There are a minimal set of rules aimed at health and safety and basic respect. The children are clear on these rules but understand there is room for expression within them. They can shout out if they are super passionate about something. They can leave their seat without permission if they need to. They have a level of choice as to how they express themselves through their work. They can disagree with the teacher if they have a reason for doing so. Will there be children in some classes who still have social, emotional and behavioural difficulties? Absolutely. In these situations, they would need to be further supported with a more individual framework that has a process, yet is flexible.

A framework like this could be completed in eight steps:

  1. Define the problem behaviour clearly.
  2. Look at what solutions have been attempted.
  3. Look at the exceptional time when they don’t behave this way.
  4. Discuss how you would make the problem worse.
  5. Discuss how the child would be treated if the problem didn’t exist.
  6. Set a single SMART objective.
  7. Create an Action Plan.
  8. Review its success.

A model, such as this one from Winning without Fighting, offers that rigorous framework similar to the triangle offence of the Chicago Bulls. It has clear guidelines, clear rules and an infinite number of potential outcomes. Flexibility, adaptability and using what you see in the moment and the strengths of the individuals you are teaching are huge factors in successful behaviour management.

Don’t agree with me? Just look at how Phil Jackson managed Denis Rodman successfully!

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anxiety Behaviour Management Inclusion parenting

The Difference Between Constructive and Destructive Anxiety Management

I came across some quality content from Dr. Tony Attwood on anxiety management related to children with autism. I love any information that is easy to understand and relay to people and has the potential to make a difference. This content fits the criteria.

Dr. Attwood discusses the two types of anxiety management. Constructive habits succeed in mitigating the potential impact of anxiety whilst destructive habits also does this but to the detriment of relationships with others. Dr. Attwood details three destructive strategies to avoid and promotes six constructive alternatives. If constructive strategies are not being used, a child may naturally fall into using destructive ones.

Three Destructive Anxiety Management Strategies

  1. Excessive Control: When children are feeling anxious, they may seek to exert control through defiance or threats to property, self or people. The impact this has on relationships is clear. Excessive control to manage anxiety may result in a diagnosis of Oppositional Defiant Disorder (ODD). Is this a reason to move away from labels? (Full article here)
  2. Rituals: An anxious child may insist on sameness and become intolerant and inflexible to any change. They can become over-reliant on rituals and routines when they are too prolonged detracting from their ability to engage in other tasks.
  3. Emotional Explosions: When fight-or-flight reaches a certain point, a child rife with anxiety may release the emotional energy pent up through an outburst which hurts others and damages friendships and relationships. This also takes an emotional toll on themselves in the aftermath.

Six Constructive Anxiety Management Strategies

These six strategies are necessities for anxious children. They are not rewards. The child requires them to engage with day-to-day life successfully. Analyse each one and consider if you are making the best use of each strategy.

  1. Physical Activity: Often underestimated, being physically active has a significant impact on anxiety. This can be through team sports, individual sports, movement breaks or walks. The options are endless and finding the medium that the child enjoys exercising through will aid them in coping with their anxiety.
  2. Relaxation: An anxious child has never relaxed just because they were told to. They have to be taught how to relax. This could be through a meditation app like Mindful Gnats (Android link here and Apple here), teaching the art of journaling, yoga or engaging in a range of activities depending on the child’s personality (Article: 6 strategies to help an anxious child here). A highly anxious child might never have learned to relax so it must be a priority to teach them.
  3. Special Interests: Allowing a stressed or anxious child to engage with their special interest is a powerful tool to relieve building anxiety. Depending on the interest, this can be easily implemented into day-to-day life. Allowing an anxious child with autism to engage with their special interest is not time wasted. It is time-efficient as they will be able to re-engage with activity after a short break.
  4. Favourite Person: An anxious child can experience relief when they are afforded some quality time with their favourite person. If the person is an SNA, teacher or child, this strategy can be utilised without extensive planning. If the person cannot be present, we can use audio messages, phone calls and emails. The child’s favourite person can be a great sense of comfort and relief.
  5. Diet: The benefits of a good diet go beyond the scope of this article. Needless to say that a balanced diet will have a positive impact on a child’s anxiety compared to a diet of junk food, sugar and refined carbohydrates.
  6. Sleep: Much like a healthy diet, we all can appreciate the positive effect of eight to ten hours of sleep on an anxious child. Weighted blankets, avoiding screen time before bed and a consistent nighttime routine can contribute to good sleep hygiene.

When you consider the child, ask yourself which type of strategies are being used to manage their anxiety. Are they destructive or constructive? Can we improve on how we use constructive habits? Which constructive habits can I control if I am a teacher or a parent? Focus on these and lean away from destructive behaviour.

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Behaviour Management Special Education

What Toltec Wisdom Can Teach Us About Behaviour

Building relationships is a complex business. When we talk about teaching, behaviour and students, we are talking about a relationship. There are theoretical perspectives and strategies recommended to maximise the productivity of this relationship. Teachers may decide to take a behaviourist approach and incorporate rewards systems or may decide to take a more humanistic route and develop self-esteem. These approaches work for the majority of students when implemented effectively and the relationship between the two thrives.

When a relationship is unproductive, however, things get even more complex. Negative cycles of behaviour can emerge and patterns can stagnate. A repetitive format of the teacher intervening ineffectively and the student behaving undesirably appears fixed. Neither will change but only one party is being cited as difficult.

If a surgeon came out of a theatre and informed us that the operation was a success but the patient died, we might have a query about their rationale. Similarly, teachers (including myself) can get stuck in a rut of claiming their strategies and interventions are the “right” ones even though they are blatantly ineffective.

An effective behavioural strategy is one which causes the behavioural change it is seeking to achieve. Do I have to include that it also needs to be within obvious ethical parameters? Probably, as this is the internet.

There is a need to have a diverse range of strategies and theories to draw from when seeking to change a dysfunctional relationship into a functional one. Marrying yourself to one theory is comparable to only having a hammer in your toolbox. When all you have is a hammer, everything becomes a nail. You can descend into trying to fit the child into the strategy as opposed to fitting the strategy to the child. To demonstrate this point, we can take heed of the Toltecs.

The Six Images of A Relationship

According to Toltec wisdom, everyone has an outer image. This is the image we try to project to the world. We also have an inner image that we have of ourselves. Teachers have this outer and inner image. A student similarly has an outer image they try to project and an inner image that teachers and others cannot see. We then have to introduce the image that the teacher has of the student from their point of view and the student’s image of the teacher from their perspective. If you have managed to keep count, that is six different images involved in the relationship between teacher and student. Let’s not even start considering the rest of the class.

The first thing I love about this analogy is I find it relatable. I certainly have an image I try to project as a teacher. I try to project a level of confidence and certainty in my actions. I also have an inner image that differs greatly. My inner image has far more doubts than my outer image ever displays.

The second thing I love is the simplistic way that it conveys the complexity of a relationship. There are so many factors that remain unseen in a relationship between two people. How can we ever say with absolute certainty that we “know” a student and it’s not the intervention being used that is the issue, but the child? How can your favourite three strategies for supporting a child with complex social, emotional or behavioural needs ever be considered sufficient?

This interpretation of a relationship would jar with a fixed mindset that there is one or two theories or strategies for success. I’m sure if the Toltecs were in charge of behaviour policies in schools, they would recommend that schools and teachers strive to build their knowledge base with a diverse range of theories and strategies so when they meet a child that needs the support, there will be a deep well to draw from. A strategy’s use is defined by the behavioural change it causes. The more strategies we have, the greater the chance of success.

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How to build your child’s routine in 30 seconds

In a time of so much unknown, controlling the controllable things can have a huge benefit on our young children. I discussed in a previous article how the deterioration of family functioning can lead to anxiety disorders in children and how parents can mitigate the potential damages of the coronavirus on their children’s mental health (article here). Establishing a stable routine is one strategy that we can use to maintain family functioning and reduce the air of uncertainty in the household. Visually representing this timetable and showing it to your child maximises the benefits but how can we do this if we have no time to sit at a computer or lack a printer and laminator to ensure its pretty?

This is where the app picturepath comes to the rescue. This is a predominantly free app and is extremely quick and easy-to-use. You simply set up an account and input your child’s first name and you start to build their routine with the pre-made most common activities and symbols. If you’re missing an activity, you can create your own and add images or icons from the icon library.

Once you have created the routine, you can switch the app to child mode where they can view the timetable in its totality or a “Now and next” mode. The child can then tick off activities as they are completed and start to work their way through the day.

I would highly recommend this for children with autism or younger children who are missing the structure of school. I am an advocate of the phrase that an ounce of prevention is worth a pound of cure and when it comes to behaviour, providing routine and structure is certainly a preventative measure.

For those interested, the links are provided below for both android and apple:

Android Version: https://play.google.com/store/apps/details?id=com.acorn.picapp&hl=en_IE

Apple Version: https://apps.apple.com/us/app/picturepath/id1339643269

Note: I have no relation to or knowledge of the app developers. I just love things that make life easier and promote positive behaviour. This does both so I’m pumped!

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