When a child with Autism becomes overwhelmed or over-stimulated, they can experience meltdowns. Meltdowns can be difficult to manage and it is common for parents or caregivers to seek out information on how to deal with them. It is also a goal in applied behavior analysis to help children who experience meltdowns learn how to use more functional behaviors to replace meltdown behaviors.
It is important to note what may be the possible cause of a meltdown. One of the best ways to avoid meltdown behaviors is to be aware of what triggers them. Some causes include: sensory issues, lack of communication skills, anxiety, learning difficulties or disabilities, or hyperactivity; commonly diagnosed as attention deficit hyperactivity disorder (ADHD). However, the most common triggers in children with Autism are: sensory, emotional, and informational overload. Many autism spectrum therapies target these triggers to try and develop the child’s coping skills.
Meltdowns look different from person to person; therefore, it is difficult to define exactly what a meltdown looks like. Generally, you may notice a child begin to withdraw themselves from a social or emotional situation, shut down or zone out, begin stimming, uncontrollably cry, scream, make unusual repetitive noises, or show signs of aggression like biting or hitting.
Luckily, there is typically a small window of opportunity where a child begins to show signs of distress or even attempt to self-regulate. This is usually the best time for a parent or caregiver to jump in to help the child prevent from going into a full meltdown.
The following steps are the steps commonly used in autism spectrum therapies, which is rooted in the science of applied behavior analysis to deescalate an impending meltdown or shorten the length of an active meltdown.
1. Identify the trigger.
When you know what causes the meltdown you can potentially prevent another one from happening for the same reason in the future. It is common for parents and caregivers to keep a journal of what is happening before the meltdown and details like the time and location of the meltdown.
2. Stay calm.
Adding your stress to an already stressful situation will make the child feel worse and may escalate the situation further. Do your best to remain calm and composed. Sometimes having that stable person nearby is enough to prevent a meltdown from spiraling out of control.
3. Focus on safety first.
Meltdown behaviors may cause the child to hurt themselves or others. It is common for a child having a meltdown to fall to the ground, hit their head on hard surfaces, bite or hit. If you know your child is one to have self-injurious or more aggressive behaviors during a meltdown, have a plan of action ready. Be prepared to have your hand under their head or provide them with a soft pillow or surface if they tend to fall to the floor or bang their head. If they typically show aggression by biting or hitting, remain close by to monitor the situation but keep enough distance to ensure your own safety.
4. Develop a meltdown routine along with a “calm box”.
You know your child best! What are some things that they like to do before bed that they find relaxing? Create an arsenal of tools that you can provide for them during a meltdown including: calming music or a particular song that they enjoy, calming visuals like videos or pictures, sensory items like a weighted vest, blanket, or fidget toys, noise cancelling headphones, or sunglasses (if your child has light or noise sensitivities). The more tools you have to offer them, the more likely you are to shorten the length of the meltdown.
5. Teach coping skills.
Once a meltdown is underway, it is very difficult to stop it, so prevention is key. As mentioned earlier, many autism spectrum therapies target the triggers of meltdowns to try and better develop the child’s coping skills. You too can help your child learn to regulate their feelings. Try out different relaxing activities with them to see which they prefer and do those activities often! If they recognize that the activity helps them feel calm, they may be compelled to do it when they feel overwhelmed, thus preventing a meltdown.
6. Just be there.
No child wants to have a meltdown. It is exhausting and frustrating and can be embarrassing. As you’ve probably already learned, there is really no way to talk down a child with autism who is having a meltdown. The best course of action is to just be available and stay close as much as their comfort allows. Empathy is key. The simple act of staying around during a meltdown shows the child that they deserve love and support and that you will be there even during the toughest moments.
Meet the Experienced ABA Therapists at Capable Cubs ABA Therapy
At Capable Cubs, we believe that selecting the right ABA therapy center is an incredibly critical decision with lasting consequences (including decreasing meltdowns!). As a leading ABA services provider in Bergen County, we create customized treatment plans for each child that includes teaching new skills, reducing challenging behaviors, and promoting functional communication.
Our team of skilled ABA clinicians includes passionate and highly experienced BCBAs and RBTs who specialize in combining various ABA methods for providing the most effective treatment for your child with ASD. Our goal is to empower children affected by autism with the skills needed to increase independence, build meaningful relationships, and connect with their communities.
Select an ABA therapy center that works best for your family’s priorities, needs, and goals. Get in touch with the Autism specialists at Capable Cubs Therapy. Call 201-786-6280 or contact us online to learn more about our services.
Ramsey, NJ 07446 | 201-786-6280
Sarah Edmond, BCBA, LBA, is the Co-founder and Clinical Director of Capable Cubs Therapy. With over a decade of experience working with children with developmental disabilities, she has worked at a number of ABA therapy organizations, special education pre-schools, and early intervention programs. She specializes in children who are severely affected by Autism and has extensive experience treating children who are non-verbal, destructive, and self-injurious. She received her Bachelor’s degree in Developmental Psychology at the University of Michigan, Ann Arbor and her Master’s degree in Teaching as Applied Behavior Analysis at Columbia University.