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Vision of Development:
“Possibilities of Inappropriate Behavior Occurring for Autistic Child”
* Supattra Wongvisate Andrade
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During the past few years of my teaching and my sacrificing for autistic students, I had decided to create the model development for the topic “Possibilities of Inappropriate Behavior Occurring for Autistic Child.” I have believed the rigid context for this model that it will emphasize an attempt to reach into autistic students’ behavior and their world. I have seen so many teachers, including myself, who had very awkward and difficult times for dealing with autistic students’ behavior. After I have received my Master Degree in Profound Needs, I returned to my country, Thailand, for working in an inclusive school program. The first month was a nightmare, and I was been panic stricken by my severe autistic students’ misbehaviors. I always got hurt from my students. They would pinch, spit, hit, and even pull my hair. I felt, the same way as the other teachers that had been around them. We were so exhausted from teaching. My thoughts were to understand why the students had to hate the teachers so much that and they would continue to reject our efforts with extreme aggressive behavior. I wanted to leave these students, and I would have preferred a better job, one that getting hurt everyday was not a prerequisite. On the other hand, my deep thoughts were thinking about the students’ future, “If I leave them, they would still be acting out the same.” The students would not have anyone to support them to find the right exit from their life. |
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I looked back on myself as the special education teacher of profound needs major that this major meant it has been my dedication for this type of special education. I began with the question: “Why were the students’ unaccomplished in learning?” I realized that it was because of their aggressive emotions and behavior. Therefore, the most important thing was to make the relationship with them and encourages them in the appropriate behaviors and calm emotions. |
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The context of my model has explained two major occurrences of inappropriate behavior and the advising of treatment. The occurring of the misbehavior’s data divided to the characteristic of Autism Spectrum Disorders (ASD) and the influence of environment. First, the major characteristics of ASD include the qualitative impairments in communication, social interaction, and repetitive patterns of behavior. The lack of communication skills is the most difficult emotion to express, so the one way to express outward is by acting uninhibited. These behaviors manifest in the students’ screaming, running away, and hurting themselves or the other people. Using the visual support could be the suitable treatment for supporting misbehaviors that appear from difficulty of communication between teachers and students. |
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The lack of social interaction skills is the problem for finding the appropriate way to participate with the people. The students do not understand the appropriate manners in a social context, and their behavior upset their peers. This was found when students would use hard hitting when they wanted to say “Hello”, or play with their peers. The teachers could advise and be a model for appropriate behavior, so the students can imitate the correct manner. |
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The repetitive patterns of behavior seem to interrupt the teachers’ classroom time. Students’ tantrums, screaming, and crying were only a few examples. Some reasons that explain this behavior appearing was their feeling comfortable, confident and secure in their life activities in these repetitive patterns. Indicators such as same amount of pencils in the box, sitting in the same place, and following the day life’s schedule are the foundations for our students’
confidence and drive them socially. The teachers could ignore and support some repetitive patterns of behavior, if it does not be harm others or cause much interruption in the classroom. On the other hand, the teachers could prepare the plan ahead or use a visual schedule before misbehaviors that occurred. For example, telling the students before any routines have changed give the students’ time to prepare and transition themselves into the new routine. |
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Secondly, the misbehaviors occurring from the influence of environment include Sensory Dysfunction, Sexuality, and Sickness needed to be addressed. Most of the students with autism have sensory dysfunction, so they might act very strange. For example, eating the sand, hiding under the table when hear the lighting, smelling or licking objects. The sensory dysfunction divides two involuntary functions that include Hypersensitivity and Hyposensitivity, and these control students’ senses. The students needed to receive the support from a sensory integration program from an occupational therapist. Also, the teachers could help the students by observing behaviors and identifying what sense is the weakness. Then the teachers prepare the classroom environment for reducing stimulative sensory dysfunction. |
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Additionally, we must also deal with a period of intense behavioral sexuality that would increase when the students have turned to be adolescent. The students’ behavior might present such behavior as smelling the female peers’ hair or stimulating some part of the body, or in some cases engaging in masturbation. The students do not understand when, where, and how these behaviors need to be initiated in an appropriate way. The teachers should reduce the students’ attention to sexuality, and counter with the physical exercise or other activities using an equivalent amount of energy. |
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Sickness would have a profound effect upon the students’ behavior when the students take the medicine for relief of common illnesses. The students’ behavior might show increased hyperactivity or under attention in their routines. The teachers should provide the relaxation activities for helping the students’ to rest. Some behaviors occur without reasons and are based on the characteristics or environment like hurting themselves until they inflict serious injury, laughing uncontrollably, or crying very loud. The teachers could advise the parents to take their child see the doctor as soon as possible for proper diagnoses and/or observations. In my experience one of our students hurt himself very badly, and it seemed that could not stop hurting himself. My team and I made every effort to stop him that we could do. He was unconscious, I reported it immediately to the doctors for his under severe control behavior. The doctors did a scan of his brain, and provided him with the medicine. The doctors suggested his injury was a result of behavior brought on by an episode of epilepsy or moderate seizure. The students with autism, when have the seizure, respond by acting differently from the typical students that might have the same episode. |
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The model I present is a compilation of searching, observing, recording, learning, and analyzing for contributing to my student’s behavioral and emotional wellbeing. Learning about human behavior has taken many years to see developmental behavior. However, we must believe in human developmental abilities and natural reactions to adverse circumstances. Additionally, my beliefs are “The behaviors are the part of the way for expressing emotion and communicating” and “Every behavior presented is always a component inside of a reason. I aspire and anticipate that my hard work will reach everyone who is willing to listen. This model “Possibilities of Inappropriate Behavior Occurring for Autistic Child” will be vital information and can be used as guidance for whoever is around or working with the autistic students. I desire my knowledge of this data will be very useful and see the value the other side of our lives for understanding the autistic students’ behavior and their natural world. |
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