Behaviour is communication

I’ve never forgotten the following phrase that I heard in my initial training when I started working as an ABA (Applied Behavioural Analysis) therapist; “There is always a reason for behaviour”. These words have since guided and continue to guide my practice when working with children and their families. Even though we may not know what the reason is, there is always a reason for your child behaving in a certain way, be it positive or challenging. Behaviour is often the way communication is expressed to fulfil an underlying need. If your child does not understand their needs or know how to communicate them in an appropriate way, they may be expressed through their behaviour. This is where challenging behaviours can arise. Although challenging behaviours can occur in all children, they are particularly prevalent in children who have specific disorders that affect the typical development of communication, such as Autism Spectrum Disorder (ASD). When this is occurring, we need to investigate to find out what it is that they are trying to tell you! 

The four main functions of behaviour

As behaviour is used to communicate an underlying need, we can look at the behaviour as serving a specific purpose, or function. Behaviour can be divided into the following 4 main functions:

• Attention: a desire to gain social interaction, e.g., wanting to be looked at, hugged, praised, etc. To feel a sense of belonging and acceptance.
• Escape: avoidance of something aversive, e.g., wanting to avoid a task that is particularly difficult 
• Tangible: gaining access to specific objects or activities e.g., food, money, toys, playing a game
• Sensory: an internal self-stimulatory need e.g., hand flapping, hair twirling, any behaviour that promotes an internal feeling of enjoyment, satisfaction, soothing, etc.

Operant conditioning

We can understand more about behaviour through a process known as operant conditioning. Operant conditioning looks at the consequences of the behaviour. If a behaviour is followed by desirable consequences, then it is more likely to continue. For example, in our society, most people go to work to get paid – a desirable consequence of going to work that is likely to result in a person continuing to go to work. However, if a behaviour is followed by unpleasant consequences, then it is less likely to occur. Anything that increases the likelihood of a behaviour occurring is known as reinforcement. For example, if a child is asked to perform a math task in the classroom that they find difficult, and they don’t know how to appropriately ask for help, they may exhibit disruptive or aggressive behaviour which may result in the teacher sending the child out of the classroom. The function of this behaviour is to avoid a difficult task, i.e., escape, and the behaviour produced the desired result, so it has therefore been reinforced and is more likely to continue.

Responding to behaviour

If we can identify the function of the behaviour, then we can respond to it in an appropriate way where we, in turn, are increasing desirable behaviours and decreasing undesirable behaviours. Whenever a problem behaviour is occurring, we can ask what might be the function of this behaviour? What is my child trying to communicate here? If we know this, we can then give them the tools to fulfil their needs, such as learning how to identify what their needs are and how to communicate appropriately to get them met. For example, most of us need attention and to feel like we’re accepted by others, and we can teach children appropriate strategies to get this need met through verbal or visual communication. It is also important to ensure that we are not only always focusing on the negative behaviours either. As reinforcement increases the likelihood of a behaviour occurring, it is important to reinforce positive behaviours.

How a psychologist can help

Identifying the function of the behaviour and knowing how to respond to it can be a complex process and there is never a “one size fits all” approach. If your child is exhibiting behaviours of concern, your psychologist can help you with strategies to identify the function, and collaboratively devise a plan to reduce the undesirable behaviours and increase desirable behaviours.

If you would like some support with better understanding your child’s behaviour, why not give us a call today? Our team of highly skilled and well-experienced Psychologists are here to help.

This blog was written by Fiona Thomson, psychologist at Your Mind Matters Psychology Services. She works with us 2 days per week and is passionate about working with special needs children presenting is challenging behaviours and adults with depression and stress related issues.

References:

https://www.simplypsychology.org/operant-conditioning.html 

https://bsci21.org/the-four-functions-of-behavior-made-simple/

http://www.educateautism.com/behavioural-principles/functions-of-behaviour.html

https://cornerstoneautismcenter.com/aba-therapy/aba-101-the-functions-of-behavior/

Anger is a normal feeling that everyone has felt at some point in their life. However, anger is a feeling that has a negative connotation to it. People often think of or relate anger to aggression, violence, or see it as form of rebellion. However, there is nothing wrong with feeling angry. In fact, if one can direct and turn this powerful feeling into a form of motivation to create change for the better, it is actually a feeling that we do not have to be afraid of.

 While anger is a normal human emotion and not a bad thing, the way people express and manage anger is an area that we need to be concerned about.

Of the many children I see in practice, a good amount of them are referred to receive assistance in managing their anger. This is because, anger can cause a strong physiological change in our body. Children who have not been taught how to manage and express this feeling appropriately can struggle to regulate the increased level of energy generated by anger. Hence, some children resort to lashing out, hitting, kicking, shouting, screaming, throwing things, punching etc. You get the idea.

At what stage do we need to start getting concerned about how children are expressing their anger? Ask yourself:

• Are the behaviours your child is exhibiting a risk of harm to your child and/or others?
• Is your child being described as ‘out of control’ in other settings such as school?
• Is your child consistently getting into serious trouble at school?
• Are your child’s behaviours impacting his/her social life (e.g. are other children avoiding him/her?)
• Are your child’s behaviours resulting in an increased level of tension within the home and conflict between family members?
• Is your child feeling upset and disappointed in him/herself because he/she feels he/she cannot control his/her anger?

When your child is continuously presenting with emotional dysregulation, it typically is a sign of distress. Therefore, it is important to understand the factors that could be triggering your child’s behaviour.

The following are some good articles that you may be interested in reading, if you are wondering if your child’s anger is something you need to be worried about.

Understood: for learning and attention issues: https://www.understood.org/en/friends-feelings/managing-feelings/anger-frustration/is-my-childs-anger-normal-or-should-i-be-concerned

Psychology Today: https://www.psychologytoday.com/au/blog/family-secrets/201201/childs-anger-can-be-warning

Please do not hesitate to contact Your Mind Matters Psychology Services on 9802 4654, should you wish to discuss your concerns about your child with one of our psychologists.

This blog was written by Dr Aiyuen (Shannon) Choong, Psychologist at Your Mind Matters. Aiyuen is fluent in English and Mandarin, and is passionate about working with children from preschool years through to adolescence.  To learn more about Aiyuen, click here.

Starting school is an exciting time for most children. However, for some children, starting school can be a difficult and scary time. Preparing your child for the start of school will not only help them feel more confident about what to expect at their new school, but also ensure that they can successfully transition into a new environment.

Here are a few tips to help you help your child prepare for their next big milestone – going to school:

• Engage your child in conversations about what he/she thinks about starting school. Encourage your child to tell you what he/she is excited and worried about.

• Encourage your child to also talk to his/her friends about school.

• Encourage your child to read. When children are younger, they learn to understand and express words. When they get older, they learn to read and write these words. Reading and writing will play a big part of your child’s learning at school. Reading books regularly with your child helps them get a good (head) start at school.

• Visit your local library. Find books to read to your child. There are lots of children’s books about going to school. Reading these books will not only help your child prepare for school but also increase your child’s literacy and language skills.

• Help your child develop clear speech. Children’s speech should be easily understood by others when they go to school. If you have concerns about your child’s speech before they go to school, seek help from a speech pathologist.

• Engage your child in imaginative play. Encourage them to problem-solve in play. This will help build your child’s confidence, critical thinking, and social skills when they attend school.

• If your child is worried about changes, make a book about going to school. You can take pictures of the school and talk about what he/she will see and experience at school. You can also provide your child with strategies on what he/she can do when he/she feels worried (eg. Talking to the teacher etc.)

• Attend transition-to-school programs at your school to help your child familiarize themselves with the new environment. Show your child around the school so that he/she is familiar with the school environment.

• Establish routines for dinner, bath time and bedtime. Once this is established, your child will be able to transition smoothly into this routine when he/she starts school.

• Encourage your child to be independent. Get your child to try dressing, packing school bag, eating, going to the toilet etc. independently.

• Get to know your child’s teachers. Teachers are here to help your child succeed. Help your teacher understand your child and understand your child’s needs. Teachers also work collaboratively with you and other health professionals to ensure that your child’s learning needs are met.

• Also, ask the school about how you can engage in your child’s learning and development.

• Talk to your child about bullying. Educate your child that bullying is unacceptable under any circumstances. Empower your child to speak up. Encourage them to speak to you if someone has hurt them physically and mentally. Let him/her know that it is a good thing that they came to talk to you about this.

Lastly, but importantly, stay positive and try to share your child’s excitement about their next big step. Good luck!

This blog was written by our in-house Speech Pathologist, Fiona Low. Fiona is fluent in English and Mandarin, and enjoys working with children from preschool years through to adolescence. To learn more about Fiona, click here.

Information adopted from:

http://www.education.vic.gov.au/school/parents/primary/Pages/prepare.aspx

https://sydney.edu.au/news-opinion/news/2017/01/19/7-tips-for-preparing-children-for-school.html

https://www.transitiontoschoolresource.org.au/tts-content/activities-to-help-prepare-your-child-for-school

Our Speech Pathologist, Fiona Low, has re-written her blog on helping children learn two languages in Mandarin:

如何让孩子学习两种语言

澳大利亚是个多元文化的国家。许多家庭中，会说多种语言的孩子非常多。如今，英语虽仍是澳洲的官方语言，越来越多的家庭都选择让孩子在家里或在学校里学习各种外语；那，孩子从小接触多种语言，会不会影响孩子的语言发展呢？

关于儿童学习双语的错误观念：

误区1: 学习两种语言会混淆我的孩子的语言发展。

现实：当孩子在同一个句子或谈话中使用两种语言时，一些父母担心这是语言混乱的迹象。 事实上，语言对换 （在一个句子或对话中使用两种语言）是常见的。 其实，一些语言专家认为语言转换是掌握双语能力的现象。

误区2：学习两种语言会延迟语言发展。

现实：虽然一些学习双语的孩子可能在开始说第一句话时，会比同龄学习单语的小孩来得稍慢，但他们仍然会像单语小孩一样达到语言发展的各个目标。 例如，他们仍然会在8-15个月之前说出他们的第一句话。 如果您的小孩无法达到这些指标，这些语言延误可能是由语言学习障碍导致的而不是由学习双语而引起的。 一个专业的言语治疗师可帮有沟通障碍的儿童学习语言交流。

误区3：父母在教孩子说两种语言时应该使用“一亲一语”的方法。

现实：一些家长认为，通过一亲一语治，（例如说，孩子跟妈妈说英语，跟爸爸说中文），孩子将会很均匀地接触两种语言。虽然这是教孩子两种语言的许多方式之一，目前为止，没有科学证据表明这是教孩子两种语言的最佳方式。事实上，我们可以用很多方法去教两种语言。 与孩子交流的最好方式是使用最自然和最舒适的方式去和孩子交流。

误区4: 如果想让孩子说英语，避免与孩子以母语交流。

现实：目前为止，并没有证据表明在家庭环境中使用第二种语言是必要的，以便孩子在其他社会环境（例如在学校）成功地使用这种语言。 父母应继续以母语和孩子交流， 因为根据数据显示，让孩子有坚实的母语基础能够增强孩子的第二语言学习能力。 防止孩子学习家庭语言可反而导致孩子在家庭环境中感到孤立，影响孩子的社交能力。

误区5: 说双语的人在沟通时需要从第一语言翻译到第二语言来沟通。

现实：会说双语的儿童是有能力用两种语言思考的。一些人认为，会说双语的孩子只能用一种语言思考，然后在必要时将其翻译成另一种语言。但是，这是没有科学根据的。

误区6: 年龄越大，掌握第二种语言的能力就越差。

现实：虽然孩子们在越小的时候开始学习第二语言越可能有本土化的发音，年龄较大的孩子和成年人都能与幼儿一样能掌握第二语言的能力。

误区7: 有特殊需要或语言迟缓的儿童不能学习两种语言。

现实：其实，没有证据表明有语言障碍的儿童无法学习两种语言。 事实上，有越来越多证据表明，学习两种语言对于有特殊需求的儿童可能是有益的。 如果一个孩子能够学习一种语言，他就能学习两种语言。

如何帮助孩子们的双语发展：

1. 用最自然，最舒适的语言与孩子说话。
2. 用最熟悉流畅的语言和孩子玩游戏，唱歌。
3. 和孩子一起阅读，说故事。
4. 跟随孩子的领导 – 如果孩子对一本特定的书感兴趣，继续谈论它，并鼓励孩子一起谈论此书。
5. 不要批评孩子的语言。相反的，通过以正确的方式重复孩子的发言给他/她听，让他／她正确模仿语言。

如果您担心您孩子的言语和语言发展，请致电（03）9809-5947，或发送电子邮件至：admin@yourmindmatters.net.au。

Across the world, most individuals are either bilingual (speaking two languages) or multilingual (speaking multiple languages). Today in Australia, many children grow up being exposed to more than one language. While English remains the single community majority language spoken, a sizable proportion of the Australian population reported speaking a language other than English at home. That being said, parents often ask the question: Can I speak more than one language with my child?

Myths about bilingualism in children:

Myth: Learning two languages is confusing for my child

Reality: When children use two languages in a sentence or a conversation, some parents worry that this is a sign of language confusion. However, code switching, or using two languages in a sentence or conversation, is common. In fact, some researchers view code switching as a sign of bilingual proficiency.

Myth: Learning two languages causes language delays

Reality: While it is true that some bilingual children may start saying their first words slightly later than their monolingual peers, they will still achieve their communication milestones just like their monolingual counterparts. For example, they will still say their first words between 8-15 months old. If your bilingual child is demonstrating significant delays in language milestone achievement, these delays may be caused by an underlying speech and language disorder, rather than bilingualism. Children with a communication disorder should be seen by a speech therapist.

Myth: Parents should use the ‘one-parent-one-language’ approach when teaching their children speak two languages.

Reality: Some parents believe that by having each parent speak a different language to the child, the child will be exposed to both languages equally. Whilst this is one of the many ways you could introduce two languages to your child, there is no evidence to suggest that this is the best way to teach children two languages. There are many ways we can introduce two languages. The best way to communicate with your child is to use what is natural and comfortable to you.

Myth: If you want your child to speak English, you should stop speaking your home language with the child.

Reality: There is currently no evidence to suggest that the use of the second language in the home environment is needed for the child to successfully use this language in other social settings (eg. at school). Parents should continue to use the home language with the child because there is evidence suggesting that a strong foundation in the home language can enhance second language learning. Preventing your child from learning the home language can also cause the child to feel isolated in the home environment.

Myth: Bilinguals need to translate from their first language to the second language when they communicate.

Reality: Bilingual children are capable of thinking in two languages. There is no evidence to suggest that bilingual children can only think in one language and then translate into the other language when necessary.

Myth: The older a person is, the harder it is to acquire a second language.

Reality: Although children are more likely to achieve native-like pronunciation when they start learning the second language at a young age, older children and adults are just as capable as young children to acquire a second language.

Myth: Children with special needs or a language delay are not capable of learning two languages

Reality: There is no evidence to suggest that children who have a language disorder are not able to acquire two languages. In fact, there is emerging evidence that suggests that learning two languages can be beneficial for children with additional needs. If a child can learn one language, the child will be able to learn two languages.

How to support bilingual language development:

1. Speak to your child in the language that you are comfortable using.
2. Play games and sing songs in the language that you are fluent in.
3. Read and tell stories to your child.
4. Follow your child’s lead – if your child is interested in a particular book, keep talking about it and encourage your child to talk about it too.
5. Never criticize your child’s language, rather, model the correct use of language by repeating the statements back to him/her in the correct way.

 If you are concerned about your child’s speech and language development, call us on (03) 9809-5947, or send us an email: admin@yourmindmatters.net.au.

Other useful resources:

http://www.asha.org/public/speech/development/BilingualChildren/

http://raisingchildren.net.au/articles/bilingual_children.html

https://www.youtube.com/watch?v=vOhWg0YeIMs&feature=youtu.be

This blog was written by our in-house Speech Pathologist, Fiona Low. Fiona is fluent in English and Mandarin, and enjoys working with children from preschool years through to adolescence.  To learn more about Fiona, click here.

Full article:

http://www.hanen.org/Helpful-Info/Articles/Bilingualism-in-Young-Children–Separating-Fact-fr.aspx

Children with Challenging Behaviours

At some point, all parents deal with the frustration of having their children present with some challenging behaviours.

Behaviour can be described as challenging when it:

• interferes with the rights of others
• causes harm or risk to the child, other children, adults or living things
• damages the physical environment, equipment or materials
• interferes with the child’s learning and relationships with others
• includes a child presenting as shy, withdrawn or excessively passive
• is inappropriate to the child’s age or developmental stage or background.

Challenging behaviour may include, but is not limited to:

• hitting, kicking, spitting, punching others
• tantrums
• refusal to share, wait, or take turns
• excluding other children
• breaking or misusing toys and equipment
• refusal to co-operate or go along with instructions
• swearing
• shouting
• running away
• teasing or bullying.

Children’s behaviour, including challenging behaviour, may be an attempt to satisfy a valid need or express a want. Learning to communicate needs and wants in appropriate ways is one of the many challenges children face.

It is important for you, your childcare provider and/or school to have a variety of strategies to use when raising and caring for your child. Every strategy may not work for every child. Also, as your child gets older and changes, you may need to change strategies and approaches.

For more information on some strategies you and school that you may find helpful, read the following resources:

For Parents: http://www.cccf-fcsge.ca/wp-content/uploads/RS_48-e.pdf

For school: http://www.education.vic.gov.au/Documents/childhood/providers/regulation/pracnoteschallbehav.pdf

Parents and childcare:

http://www.childcareresourcesinc.org/wp-content/uploads/2009/12/Issue-75-CHILDREN-WITH-CHALLENGING-BEHAVIOR-E1.pdf

Parents with children with additional needs:

http://ncac.acecqa.gov.au/educator-resources/pcf-articles/managing_challenging_behaviours_chn_addtl_needsJune2010.pdf