8 years old: Success Positive Behaviour Support for Child

"Ethan" (name changed for privacy) is an 8-year-old boy with a diagnosis of Autism Spectrum Disorder (ASD) and Attention Deficit Hyperactivity Disorder (ADHD). Ethan is a highly intelligent and articulate child with a deep passion for engineering and mechanics. He loves taking apart old radios to see how they work and can spend hours building intricate Lego structures. He lives with his mother, father, and two younger siblings in a suburban home and attends a mainstream primary school.

Despite his academic potential and affectionate nature at home, Ethan’s journey through the education system had been fraught with difficulty. His parents reached out to daar seeking behaviour therapy for children after a particularly challenging semester. Ethan was on the verge of suspension due to escalating behavioural incidents that were becoming dangerous for both himself and his classmates. His parents described him as "misunderstood"—a boy who wanted to be good but simply didn't have the tools to manage his intense emotions in a chaotic school environment.

The Challenge

The primary challenge facing Ethan and his support network was a severe deficit in emotional regulation and social problem-solving skills. While Ethan could explain complex mechanical concepts, he lacked the ability to articulate his feelings of frustration or sensory overwhelm.

Presenting Behaviour Concerns:

• Explosive Aggression: When faced with a demand he perceived as "unfair" or difficult (such as writing tasks), Ethan would flip desks, throw chairs, and attempt to hit staff members.
• Elopement (Running Away): During unstructured times like recess or lunch, Ethan would frequently attempt to scale the school fence or hide in unsafe areas of the school grounds to escape social pressure.
• Verbal Hostility: Ethan would engage in loud, verbal outbursts, often shouting threats or insults at peers who entered his personal space or touched his belongings.
  
  

Impact at Home and School:
The impact of these behaviours was profound and pervasive.

• • School Environment: Ethan was spending less than 20% of his day in the classroom. He was frequently isolated in the principal's office or a "time-out" room, meaning he was missing critical academic instruction. His peers had become fearful of him, leading to social ostracization.
  • Home Life: The stress of daily phone calls from the school had created a tense home environment. Ethan’s mother had to reduce her working hours to be available for emergency pick-ups. Ethan’s self-esteem had plummeted; he frequently made statements like, "I'm just a bad kid" and "Nobody likes me."
  • Family Dynamics: Ethan’s siblings were becoming resentful of the attention his behaviours required, and his parents felt they were failing him. They were desperate for a solution that went beyond punishment—they needed a strategy that addressed the root cause of his distress.

We honestly didn't think it was possible. We were preparing ourselves for him to be expelled. The team at daar didn't just give us a plan; they gave us our son back. They taught the school how to speak 'Ethan's language.' Seeing him run out of school smiling, holding a 'Star of the Week' certificate instead of an incident report, was the best feeling in the world."

daar Therapy Approach

The clinical team at daar implemented a robust, evidence-based positive behaviour support (PBS) plan. Our philosophy is that behaviour is a form of communication. To change the behaviour, we must first understand what the child is trying to communicate and then teach them a more effective way to meet that need.

Our intervention was multi-faceted, involving collaboration between the daar clinician, the school learning support team, and Ethan’s parents.

Phase 1: Functional Behaviour Assessment (FBA)
Before implementing strategies, we conducted a thorough assessment. We observed Ethan in the classroom and Playground and interviewed his teachers. The data revealed two primary functions for his behaviour:

1. Escape/Avoidance: The aggression during class was a way to escape difficult writing tasks that caused him anxiety.
2. Sensory Regulation: The elopement during recess was an attempt to escape the sensory overload of the noisy Playground.

Phase 2: Proactive Environmental Strategies
We focused on preventing the behaviours before they started by modifying his environment to set him up for success.

• Visual Structuring: We created a "Task Strip" for his desk. Instead of seeing a whole worksheet, Ethan saw one step at a time. This reduced the cognitive load and anxiety associated with academic demands.
• Sensory Safe Zones: We worked with the school to designate a "Quiet Club" in the library during lunch breaks. This allowed Ethan to socialize with peers over Lego in a calm, controlled environment, removing the trigger of the chaotic Playground.
• The "Check-In" System: Every morning, Ethan met with a trusted aide to review his schedule. This "priming" helped him mentally prepare for the day's transitions, reducing anxiety about the unknown.

Phase 3: Skill Building and Replacement Behaviours
We cannot simply remove a behaviour; we must replace it with a skill.

• Functional Communication Training (FCT): We taught Ethan to use a "Break Card." He was taught that handing this card to a teacher would result in an immediate, 5-minute break to a beanbag chair—no questions asked. This gave him a safe, appropriate way to escape work without flipping a desk.
• Emotional Regulation Tools: We introduced the "Zones of Regulation" curriculum. Ethan learned to identify when he was in the "Yellow Zone" (frustrated/anxious) and use specific tools (deep breathing, squeezing a stress ball) to get back to the "Green Zone" (calm/ready to learn) before hitting the "Red Zone" (explosion).

Phase 4: Reinforcement Systems

• Token Economy: We implemented a "Mechanic Points" system. Ethan earned points for specific positive behaviours like "staying in the classroom" and "using kind words." These points could be "cashed in" on Friday for 30 minutes of time assisting the school caretaker with safe, simple repairs—a reward that tapped directly into his passion for mechanics.

Results and Progress

The intervention was rolled out over four months, with weekly visits from the daar clinician to monitor progress and adjust strategies. The transformation in child behaviour and progress was significant and measurable.

Month 1: The Adjustment Phase
The first month focused on building trust and consistency.

• Progress: Ethan began using the "Break Card" with prompting. While he still had outbursts, the duration decreased from 45 minutes to 15 minutes.
• Challenge: Teachers initially struggled to release him for breaks immediately, fearing he was "getting out of work." We provided coaching to explain that the break was a regulation tool, not a reward, and that he would return to work once calm.

Month 2: Skill Acquisition

• Progress: Ethan began self-identifying his emotions. He would tell his aide, "I am in the Yellow Zone," and voluntarily move to a quiet space.
• Measurable Result: Physical aggression incidents dropped by 50%. He had his first full week without being sent to the principal's office.

Month 3: Generalization

• Progress: Ethan started using his regulation strategies independently. He no longer needed the aide to remind him to use his "Task Strip."
• Social Win: The "Quiet Club" in the library became popular. Two other students joined regularly, and for the first time in years, Ethan was observed laughing and collaborating with peers rather than fighting with them.

Month 4: Significant Gains

• Measurable Result: Elopement (running away) was eliminated completely. Ethan felt safe enough in the school environment that he no longer felt the urge to flee.
• Academic Impact: Because he was staying in the classroom, his academic output increased by 200%. He completed a science project that won a class award, significantly boosting his self-esteem.
• Home Impact: His parents reported that the "Mechanic Points" system worked at home too. The aggressive outbursts at home reduced by 80%, allowing the family to enjoy weekends together without fear of a meltdown.

Key Outcomes

The success of this case study highlights the transformative power of positive behaviour support when applied consistently and compassionately.

1. Shift in Perspective
The most critical outcome was the shift in how the adults viewed Ethan. The school staff moved from viewing him as a "problem child" to a "child with needs." This empathy allowed them to support him effectively rather than punishing him for his disability.

2. Empowerment Through Skills
Ethan is no longer at the mercy of his emotions. He has a toolkit of strategies he can use for the rest of his life. He learned that he has control over his reactions and that he is capable of making good choices.

3. Social Reintegration
By managing the sensory environment (via the Quiet Club), we removed the barrier to social connection. Ethan is now viewed by his peers as the "Lego expert" rather than the "scary kid." He has been invited to two birthday parties this month—a milestone that brought his mother to tears.

4. Family Resilience
The family is no longer in crisis mode. They have regained their confidence in parenting and have a shared language (The Zones of Regulation) to discuss feelings. The resentment from siblings has decreased as the household atmosphere has calmed.

Conclusion

Ethan’s story is a powerful reminder that behaviour is not fixed. With the right support, understanding, and evidence-based strategies, even the most challenging behaviours can be transformed. Positive behaviour support is not a quick fix; it is a journey of teaching, learning, and growing. It requires patience, consistency, and a willingness to look beneath the surface of the behaviour.

This case study demonstrates that behaviour therapy for children is about more than just compliance; it is about quality of life. It is about giving a child the skills to navigate the world safely and happily. It is about restoring relationships and building a future where the child can thrive, not just survive.

Is your child struggling to cope with the demands of school or home life?
Are you feeling overwhelmed by challenging behaviours and unsure where to turn? You are not alone. At daar, we specialize in helping families and schools understand the "why" behind the behaviour and developing practical, effective plans for change.

We believe in the potential of every child. Whether you need support with early intervention, school-age challenges, or complex behavioural needs, our experienced team is here to partner with you.

Don't wait for the crisis to escalate.
Contact daar today to discuss how our tailored positive behaviour support services can help your child achieve their own significant gains. Let’s work together to build a happier, more connected future for your family.

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