Noah is a gentle and observant boy who loves building intricate structures with magnetic tiles. He lives with his parents and grandmother. Noah has a diagnosis of Autism Spectrum Disorder (ASD) and significant speech delays.
Presenting Issues:
- Social Isolation: In the classroom, Noah would often play alone in a corner, turning his back to peers who approached him.
- Task Avoidance: When faced with group work or table-top activities, Noah would often hide under his desk or run out of the classroom (elopement).
- Communication Frustration: Lacking the words to express his needs, Noah would resort to pushing or grabbing items from other children, leading to conflict.
The Challenge
Noah’s parents were heartbroken. At home, Noah was affectionate and engaged, but at school, he was becoming "the difficult child." The disconnect between his home and school persona was stark.
Impact at Home & School:
- At School: Teachers were struggling to manage Noah’s elopement, which posed a safety risk. His peers had stopped trying to include him because of his unpredictable reactions. He was missing out on critical social development and academic learning because he spent so much time regulated outside the classroom.
- At Home: Noah would come home exhausted and dysregulated, often having meltdowns as soon as he walked through the door. His parents felt helpless, receiving daily reports of "bad days" but not knowing how to help from a distance.
- Risk of Exclusion: The school had raised concerns about their ability to keep Noah safe, and discussions about reducing his attendance hours had begun—a devastating prospect for his working parents.
I used to dread picking Noah up from school, waiting for the bad news. Now, the teacher runs out to tell me he raised his hand or played tag. daar didn't just help Noah; they taught the whole school how to understand him.
daar Therapy Approach
Noah’s family reached out to daar to implement a school-based behaviour therapy program. We knew that pulling Noah out for clinic sessions wouldn't solve the problems happening in the classroom. We needed to be where the challenges were.
Key Interventions Implemented:
- In-Class Support: A daar behaviour therapist accompanied Noah in the classroom for specific blocks of time. This wasn't about hovering; it was about facilitating. The therapist modeled how to interact with Noah for the teacher and peers.
- Functional Communication Training (FCT): We introduced a portable picture exchange system (PECS) attached to his belt loop. This gave Noah an immediate way to ask for "help," "break," or specific toys without resorting to aggression.
- Peer-Mediated Instruction: We identified two "peer buddies" in the class. The therapist coached these peers on how to invite Noah to play using simple language and gestures, turning them into allies rather than bystanders.
- Visual Supports for Transitions: We created a "First/Then" visual board for his desk. "First writing, Then magnetic tiles." This reduced his anxiety about what was coming next and eliminated the need to hide under the desk to escape the unknown.
- Teacher Training: We empowered Noah’s teacher with strategies to de-escalate situations. Instead of saying "No running," she learned to say "Walking feet, please," which gave Noah a clear instruction he could follow.
Results and Progress
The transformation was gradual but profound. By bringing socialised behaviour therapy into the school, we turned the classroom from a place of stress into a place of success.
Measurable Improvements:
- Elopement Eliminated: Incidents of running out of the classroom dropped to zero within 6 weeks. Noah now uses his "Break" card to go to a designated quiet corner instead.
- Social Integration: Noah now initiates play with his "peer buddies" daily and participates in circle time for the full 15 minutes (previously 0 minutes).
- Academic Engagement: With the help of visual supports, Noah completes 80% of his table-top tasks independently.
- Teacher Confidence: The school staff reported feeling "equipped and confident" to support Noah, and the discussions about reducing his hours were completely off the table.
Key Outcomes
Noah’s story illustrates the power of behaviour therapy for children when it is integrated into their natural environment.
- Context is King: Learning social skills in a clinic is good; learning them in the sandbox is better. Noah learned to navigate real-world social dynamics in real-time.
- Empowered Educators: The collaboration left a legacy of knowledge. The strategies used for Noah are now being used to help other children in the class.
- Safety & Stability: By addressing the safety concerns (elopement) effectively, we secured Noah’s placement at the school, providing stability for his family.
Conclusion
Children don't live in bubbles, and their therapy shouldn't either. At daar, we believe in breaking down the walls between the clinic and the classroom. Our positive behaviour support strategies are designed to travel with your child, ensuring they have the tools to thrive wherever they are.
If your child is a different person at school than they are at home, it’s time to bridge that gap.
Ready to see your child thrive in the classroom?
Contact daar today to learn more about our school-based behaviour support services and how we can partner with your child's educators.