Support positive behaviour
The most effective management strategy is to try to prevent the behaviour from escalating out of control in the first place.
On this page:
On this page:
Current page section: Support positive behaviour
Go to top of current page: Support positive behaviour
Go to top of current page: Support positive behaviour
Go to top of current page: Support positive behaviour
Identify the student’s goal
Identify the student’s goal
“If I am unhappy, unfriendly or difficult this will be because I am confused, frustrated, tired or angry. Please take the time to understand me.”
– Student with FASD
All behaviour is communication. It is goal-oriented, functional, and serves a purpose.
Determine:
- what the student’s goal is
- what may be obstructing them
- how to capitalise on their strengths to help them reach their objective.
Maintain predictable environments
Maintain predictable environments
Students with FASD are more comfortable in predictable environments.
Collaborate with whānau and other teachers to plan coherent approaches.
No captions or transcript
Role-play to support understanding
Role-play to support understanding
One student regularly had difficulty in the cafeteria. He was suspended on numerous occasions for breaking the cafeteria rules.
When he was asked to tell someone the rules, he could state them.
When he was asked to demonstrate he understood them, he became teary-eyed. He did not know where to sit or what to do with his tray.
The counselor helped him to role-play different cafeteria scenarios and showed him where to sit and where to get his tray. Then she took photos of him doing things the correct way in the cafeteria so he would have them as a reference.
Use a Stress-o-Meter
Use a Stress-o-Meter
Discuss the anxiety curve with the student. Identify what each stage feels like.
Start at 5. Identify the tipping point and what could come before it, for example, music in a calming space.
Share with the student's teachers and peers.
![10332 [Stress-scale.png]](/assets/inclusive-education/slide-images/Stress-scale.png)
Videos
Videos
Nathan Ory – Why typical behavioural approaches may not work
Publisher: British Columbia Ministry of Education
Useful resources
Useful resources
Professionals without parachutes: Brain not blame tip sheet
Publisher: Professionals without Parachutes
Download PDF
Chapter 6: The FASD student and behavioural issues
Read time: 5 min
Publisher: Duke University
Next steps
More suggestions for implementing the strategy “Support self-regulation and positive behaviour”:
-
Current page Support positive behaviour
Return to the guide “Fetal alcohol spectrum disorder and learning”
How to use this site
Guide to Index of the guide: FASD and learning
Understand:
Strategies for action:
-
Identify needs and how to provide supportShow suggestions for Identify needs and how to provide support
-
Support self-regulation and positive behaviourShow suggestions for Support self-regulation and positive behaviour
- Support sensory integration
- Support relating to others
- Support positive behaviour
- Support numeracy and maths
-
Helpful classroom strategies years 1-8Show suggestions for Helpful classroom strategies years 1-8
-
Helpful classroom strategies years 9-13Show suggestions for Helpful classroom strategies years 9-13
