Running head: REFLECTIVE PRACTICE JOURNAL #1

Reflective Practice Journal #1

Noor Chabayta
Sheridan College

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Background
My placement takes place at an elementary school within the Peel District School Board.
I work alongside students in an integrated Junior Kindergartens classroom, specifically with
three students, each with different needs.
Although Ive had the opportunity to work with a number of students with Autism over the
course of my time at Sheridan, I havent worked closely with a student who has Autism and is
also non-verbal, especially a student so young. This RPJ will centre around a four year old
student named Adam who is on the Autism Spectrum and is also non-verbal.
On the very first day I worked with Adam; on week 5 of my placement, I witnessed and
was part of many instances when for example he was not able to do something, zip his coat or
slide his feet into his boots for instance, and his behaviour would very quickly escalate to a state
of frustration, irritation and impatience, where it became very difficult to de-escalate his
behaviour, or communicate to him. Such instances are common with the other students I work
with as well, some situation easier to control and others less so. In Adam's case specifically, its
even more difficult as he cannot verbally communicate to us the way other students can, and
the use of technology is not something that he has been introduced to.
It is very important to me as an EA that I am aware of any discomfort or feelings of
overwhelm from students and that I am able to implement strategies that will allow me to move
closer to easing these feelings, and working towards less frequent occurrences in the future.

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Reflection 1: (Questions & Goals)

Are there simple technology based solutions/ tools that can assist in such situations, or when
working with a student who is nonverbal?
In the absence of technology, are there effective solutions or forms of assistance that can be
created rather than achieved with technology?
What strategies may I implement (before, during and after) in order to bring about benefit and
positive progress from an escalating situation?
How can these strategies be implemented effectively?
If hitting is involved what steps do I take to ensure the safety of all those involved?
What are the most important points to remember when faced with an escalating situation with a
child?
What are some vital reminders to keep in mind when working with a student who is nonverbal?
Are there a set of specific steps one can follow or reference back to when faced with an
escalating situation as a form of guidance?
How do I ensure a student who is nonverbal is always able to communicate to me, especially in
times of need; ensuring they are always heard?

My focus will be on acquiring strategies as well as appropriate steps that can be

effectively implemented and taken before, after and during an escalating situation with a student
in a way that encourages positive progress; as well as important reminders to be aware of when
interacting with a students who is nonverbal in such a situation as well as regularly.

Reflection 2: (Action & Answers)

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As I began to research and look into the topic of de-escalation, I referenced outside
sources via the internet, as well as class content from previous semesters, specifically
information from our Strategies for Challenging Behaviours class.
A very common topic that was continuously raised was the use of proactive strategies
and the importance of taking a proactive approach to a challenging situation rather than a
reactive one. In order to do this, and manage behaviour effectively, educators need to consider
not just the behaviour itself...but also the underlying cause(s) of the behaviour. (Weber, 2015a)
It becomes clear as Ive read through content from different sources that if an educators simply
stresses the need to eliminate a particular behaviour, it is likely that other challenging
behaviours will arise still. This occurs as weve commonly been reminded of during our time at
Sheridan, due to a need that has not been addressed or trigger that has not been identified etc.
(Weber, 2015a) In any challenging or escalating situation it becomes important to remember
that inappropriate behaviour is usually a response to something in the students environment
and is an attempt to communicate a need, rather than being deliberately aggressive or
purposefully negative. (Weber, 2015a)
A very common path to take in order to understand such situations would be the
consideration of the antecedent, behaviour and consequence, or the ABC method which
typically allows one to figure out the Function of Behaviour. This can help determine the social,
cognitive, emotional, sensory, and biological motivations to the behavior, (Weber, 2015a) in
order to more easily take a proactive approach to meeting that need and expelling any
challenging behaviors.
The proactive approach includes Positive behavior intervention strategies that are in
place before behaviors occur; their purposes are to manipulate antecedents to behaviors and to
shape appropriate replacement behaviors. (Zaring, 2011) Proactive strategies that were
mentioned include: Developing pro-active routines, developing effective communication
systems, building on strengths and interests to develop curriculum, expanding social/leisure
instruction, interests, and opportunities. (Zaring, 2011) Developing pro-active routines can
involves the development of self-regulation techniques with the student while developing
effective communication systems can allow better communication between EA and student so
that if an antecedent is at risk of being present the student is able to communicate discomfort
etc. This step is vital, especially when considering how effective communication can be
established with a student who is also nonverbal. They deserve an effective and easy means of
communication just as any other student does. When researching I came across an article that
stated ways parents who have a child that is non-verbal can encourage and allow a means of

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communication for their child. A few instructions I found were beneficial to implement in a school
setting included:
-

The use of visual supports and assistive technology []: Assistive technologies and
visual supports can do more than take the place of speech. They can foster its
development. (Dawson & Elder, 2013) Introducing these tools as early as possible can

lend great benefit for a childs future.

Encourage play and social interaction: play that caters to a students interests and is

interactive can allow opportunity for communication in any form. (Dawson & Elder, 2013)
Focus on nonverbal communication: Gestures and eye contact can build a foundation
for language. Encourage [your student] by modeling and responding to these behaviors.
Exaggerate your gestures and use both your body and your voice when communicating.

(Dawson & Elder, 2013)

Allow opportunity for your student to communicate (Dawson & Elder, 2013)
As part of our Strategies for Challenging Behaviours class more detail and attention is

paid to the development of an SIP or a Safe Intervention Plan for example or a student
behaviour support plan (BSP) which is a written plan that is designed to target the underlying
reason for behaviour, replace the inappropriate behaviour with an appropriate behaviour that
serves the same function, and reduce or eliminate the challenging behaviour. (Weber, 2015b)
However, aside from the development of such plans, basic strategies and considerations were
introduced that could contribute to the de-escalation of a situation or elimination of a behaviour.
These strategies include prevention strategies which includes altering the environment so the
student doesnt need challenging behaviour, (Weber, 2015b) as well as the introducing
replacement skills/actions that that replace the behaviour yet achieve the same outcome for the
student more quickly and with less effort; (Weber, 2015b) this includes teaching the student
self-regulation. (Weber, 2015b) These strategies also play a role in the development and
execution of short and long term goals.
Following an escalating and challenging situation, Ive witnessed on placement the
importance of redirecting the child from the environment in which the situation occurred as a
means of de-escalation; or introducing use of an ALE which is an Alternate Learning
Environment. (Weber, 2015b) The benefits of this idea are as follows:

To promote a return to positive student behaviour through calming and anxiety

management strategies

To permit the student to re-establish self-regulation (self-control)

Remove sources of reinforcement of inappropriate behaviour

To promote safety (Weber, 2015b)

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There is also an escalation cycle that I came across, explaining the stages and actions to
take in each. The stages are as follows:
-

Early stage: This stage involves actions such as provid[ing] visual and verbal cues to

use strategies, redirecting, introduc[ing] calming and preferred activities. (Zaring, 2011)
Escalation: This stage requires one to verbally ignore, make sure environment is safe.

(Zaring, 2011)
Last stage: Maintain limited verbal interaction, ensure safety of child, and surrounding
individuals, encourage use of break card and movement to de-escalation area in the
classroom, allow time for de-escalation. (Zaring, 2011)

It is also important to remember that the time to teach the child is not while they are in an
escalated state or in an escalating situation, as they are not in right state to internalize or
process information. (Zaring, 2011) Focus should be kept on calming and de-escalating the
child.

Directions & Implications for Practice

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The completion of this RPJ and the inquiries made have allowed me to gain knowledge
on practices I can implement that can foster growth and aid in a decrease of situations that can
overall be quite restricting to a child. Although many tips seem simple, these considerations can
bring about real change, and the knowledge previously unknown can bring about positive
progression that can aid in a students future rather than a maintain a standstill where change is
not made.
The importance of proactive strategies as discussed can be implemented in a number of
situations or when difficulties are faced when supporting a child. It is obvious that proactive
strategies allow opportunity for long term changes and solutions rather than a temporary fix.
Focusing on the root of behaviour and the unmet needs that result in these behaviours is a
reoccurring topic of importance weve been introduced to when working with individuals with
exceptionalities. The time and effort it takes to consider this approach as future EAs will
establish effective changes that will ultimately allow for a more beneficial learning experience to
a student. Many of the strategies mentioned Ive been able to implement on placement,
especially those related to the aftermath of an escalating situation, and the positive changes
they bring about to the student overall disposition have been witnessed.
Escalating situations or ones that involve challenging behaviours will unavoidably occur
whether they are harmful and dangerous behaviours or ones that involve a simpler approach.
Regardless, the valuable pieces of information recorded ensure both EA and student are
prepared to ease these situations and the inevitability of them, in hopes that positive outcomes
result rather than negative ones.
In terms of working with a child who is nonverbal, allowing more opportunity for
communication whether through play or visual cues will allow one to better understand the
means of communication the student uses and what they mean. The effort put in to encourage
communication can also allow for a development of trust between educator and student.
Implementing the strategies mentioned above will not only lead to trust but will lend
opportunities to establishing and maintaining an open pathway to communication ensuring the
student is more readily able to share in times of distress or discomfort etc. and also allows the
educator or EA a better chance to discovering any triggers present

References

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Dawson, G., & Elder, L. (2013) Seven ways to help your nonverbal child speak. Retrieved from
https://www.autismspeaks.org/blog/2013/03/19/seven-ways-help-yournonverbal-child-

speak

Weber, P. (2015a). Strategies for challenging behaviours: Week 7 [Lecture Notes]. Oakville:
Sheridan Collage.
Weber, P. (2015b). Strategies for challenging behaviours: Week 9 [Lecture Notes]. Oakville:
Sheridan Collage.
Zaring, A. (2011). Building your ASD toolbox: Behaviour Strategies. Retrieved from
http://archives.gadoe.org/DMGetDocument.aspx/Building_Your_ASD_
Toolbox_Behavior_Strategies.pdf?p=6CC6799F8C1371F6D6D0AD071DD41D9C04E8E
D4428F8C976EF07CB9D1E91BAE2