When some form of structure or routine is disrupted the world becomes confusing and overwhelming again. It might be
like losing a comforting toy when feeling alone or homesick. This disruption of structure might be obvious (having a
collection of objects disturbed, being made to go a different way to school, getting up at an unusual hour) or it might be
hidden (subtle changes in the environment which the child is used to for example). Some of these triggers might be out of
the control of the individual or his or her family members. Some might be avoidable. Others might be necessary events,
which can be slowly introduced so as to limit overt reactions.
Generally one of the most significant causes of ‘challenging behavior’ is a communicative need. For people with profound
difficulties in understanding others and in communicating with them it is hardly surprising for frustration, anger and
anxiety to build up. It is also quite likely that ‘challenging behaviors’ will directly serve as a form of communication.
Natural ‘tantrums’, for example in response to changes in routine or requests to do something the individual does not
want to do, may well become usual reactions to those involved.
Frequent Tantrums
If your child continues to have frequent tantrums after age 3, you may need to use time-outs. A time-out removes the
child from the situation, allows him or her time to calm down, and teaches the child that having a temper tantrum is not
acceptable behavior. Time-out works best for children who understand why it is being used.
Most children gradually learn healthy ways to handle the strong emotions that can lead to temper tantrums. They also
usually improve their ability to communicate, become increasingly independent, and recognize the benefits of having these
skills. Children who continue to have tantrums after the age of 4 usually need outside help learning to deal with anger.
Temper tantrums that continue or start during the school years may be a sign of other issues, including problems with
learning or getting along with other children.
Talk with a health professional if:
• You have concerns about your child's temper tantrums.
• Your child older than 4 years continues to have frequent temper tantrums.
• Your child's temper tantrums escalate into violent behavior that endangers others or results in self-inflicted injuries.
• You have problems handling your child's behavior, especially if you are concerned that you might hurt your child.
Difficult behavior that frequently lasts longer than 15 minutes, occurs more than 3 times a day, or is more aggressive may
indicate that a child has an underlying medical, emotional, or social problem that needs attention. These are not considered
typical temper tantrums. Difficult behaviors may include:
• Kicking, hitting, biting, scratching, hair pulling, or pinching other people.
• Throwing or breaking things.
• Head-banging or inflicting self-injury.
• The child's temper tantrums frequently last longer than 15 minutes or occur more than 3 times a day.
• The child's behavior does not improve after 4 years of age.
• The child hurts him/her self, other people, or objects during a temper tantrum.
• You have problems handling your child's behavior, especially if you are concerned that you might hurt your child.
• You want help with learning to cope with your feelings during your child's temper tantrums.
Medical treatment for temper tantrums may be recommended for children who:
• Have long-lasting and frequent temper tantrums.
• Regularly have temper tantrums after 4 years of age.
• Causing self-injury or becomes violent.
This is where support is needed both in the form of direct interventions related to the behaviors, and in advising and
helping parents manage episodes in ways which can be applied at home.
These difficulties can be improved slowly through education and other interventions, but particular differences must be
respected. Parents can help by making an effort to manage the environment so that the individual is more comfortable
(allowing some structure, avoiding distracting information when engaging in tasks, allowing personal space where
necessary). The second major area is where ‘challenging behavior’ serves a communicative conduct. In this case the
cause for the behavior must first be identified before teaching and developing other means of communicating.
the episode might last a long time, and consist of more aggressive behavior, such as hitting, biting, and pinching. Most
often the satisfaction that typically accompanies the end of the ‘tantrum’ rarely occurs. Similar episodes of panic,
anxiety, rage or even aggression might be seen all through childhood, adolescence and even adulthood.
Ignoring the tantrum behavior and helping a young child learn how to handle and express anger and frustration are usually
effective ways to deal with the behavior. Also, paying attention to what triggers tantrums can help you act before a
child's emotions escalate beyond the point where he or she can control them. This is supposed to identify the cause of
the behavior and prevent ‘blaming’ the individual. This is very important in autism, as it is doubtful that any behavior
which may cause difficulties for families is intended maliciously or menacing. There is almost always some other,
unidentified, trigger that brings on challenging behavior.
It is important to intervene as early as possible so that behaviors are not constant and so that other means of expression
and communication are open to children with autism.
often the satisfaction that typically accompanies the end of the ‘tantrum’ rarely occurs. Similar episodes of panic,
anxiety, rage or even aggression might be seen all through childhood, adolescence and even adulthood.
Ignoring the tantrum behavior and helping a young child learn how to handle and express anger and frustration are usually
effective ways to deal with the behavior. Also, paying attention to what triggers tantrums can help you act before a
child's emotions escalate beyond the point where he or she can control them. This is supposed to identify the cause of
the behavior and prevent ‘blaming’ the individual. This is very important in autism, as it is doubtful that any behavior
which may cause difficulties for families is intended maliciously or menacing. There is almost always some other,
unidentified, trigger that brings on challenging behavior.
It is important to intervene as early as possible so that behaviors are not constant and so that other means of expression
and communication are open to children with autism.
| Autism information - what is autism - signs of autism. Autism and Tantrums info@brighttots.com. |
|
Some children are more likely to have tantrums than other children. Causes that contribute to
a child's tendency to have tantrums include fatigue, the child's age and stage of development,
temperament, stress in the child's environment, and whether underlying behavioral,
developmental, or health conditions are present such as ADHD or autism. Also, a child may
be more likely to have temper tantrums if parents react too strongly to difficult behavior or
give in to the child's demands. Tantrums are normal behavior for most children and there is
no reason why children with autism should refrain from this stage of development.
Tantrums are one of the most common problems in young children with autism. They may
appear to go into a state of rage, panic, anxiety or fear for no reason at all. This might involve
screaming, crying, resisting contact with others, or pushing others away. Unfortunately for
individuals with autism and their families, ‘tantrums’ and destructive behaviors are especially
common, among children. The problem seems to be that it is more difficult for parents to
prevent ‘tantrums’ in children with autism, the child seems inconsolable during the ‘tantrum’,
a child's tendency to have tantrums include fatigue, the child's age and stage of development,
temperament, stress in the child's environment, and whether underlying behavioral,
developmental, or health conditions are present such as ADHD or autism. Also, a child may
be more likely to have temper tantrums if parents react too strongly to difficult behavior or
give in to the child's demands. Tantrums are normal behavior for most children and there is
no reason why children with autism should refrain from this stage of development.
Tantrums are one of the most common problems in young children with autism. They may
appear to go into a state of rage, panic, anxiety or fear for no reason at all. This might involve
screaming, crying, resisting contact with others, or pushing others away. Unfortunately for
individuals with autism and their families, ‘tantrums’ and destructive behaviors are especially
common, among children. The problem seems to be that it is more difficult for parents to
prevent ‘tantrums’ in children with autism, the child seems inconsolable during the ‘tantrum’,
| ________________________________________________________________________________________________________________________ Copyright © 2004 Bright Tots® Inc. - Educational Toys & Resource Guide to Child Development - All rights reserved. ________________________________________________________________________________________________________________________ |
| Tantrums in Preschool Years |
Causes for challenging behaviors
What causes this? As with such behavior in all children there may be any number of
causes. There might be underlying reasons (such as feeling upset, anxious or angry) and
immediate triggers (such as being told to do something). In autism however there is also a
specific pattern of behavior, social interaction and understanding the tantrums are directed
by frustration, can help explain some ‘challenging’ behaviors.
People with autism often rely on ritual and structure. Structure is a method that helps define
the world in terms of set rules and explanations in turn helps the person function most
effectively. Most children with autism find their own methods of imposing structure and
maintaining consistency. They need this structure because the world is confusing. Other
people are complex and almost impossible to understand. The information they receive
through their senses might be overwhelming and hard to bring together into a strong whole,
and there is likely to be an additional learning disability that makes it hard to apply cognitive
skills to all these areas at once.
What causes this? As with such behavior in all children there may be any number of
causes. There might be underlying reasons (such as feeling upset, anxious or angry) and
immediate triggers (such as being told to do something). In autism however there is also a
specific pattern of behavior, social interaction and understanding the tantrums are directed
by frustration, can help explain some ‘challenging’ behaviors.
People with autism often rely on ritual and structure. Structure is a method that helps define
the world in terms of set rules and explanations in turn helps the person function most
effectively. Most children with autism find their own methods of imposing structure and
maintaining consistency. They need this structure because the world is confusing. Other
people are complex and almost impossible to understand. The information they receive
through their senses might be overwhelming and hard to bring together into a strong whole,
and there is likely to be an additional learning disability that makes it hard to apply cognitive
skills to all these areas at once.
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| Autism and Tantrums |