Aggressive Behaviours

Below is a checklist of questions that will be used to help you identify relevant strategies you can use to address the issue(s) you have identified.

  1. Read each question and check either the Yes box or the No box for each question.
  2. After answering all questions, click the Suggest strategies button at the bottom. All questions need to be answered in order to have strategies suggested.
  3. Your answers will be used to show you relevant categories of strategies, both foundation and more intensive strategies.

Note: When you bookmark or share the link to this page, it will include your answers as part of the address.

Questions

  • Does the student consistently engage in aggressive behaviour/s when required to complete a specific activity (e.g., Mathematics, music class, free play,) and/or use a specific skill (e.g., writing) or item (e.g., pencil, paintbrush) and/or does the aggression stop/decrease when the activity is finished, or the item put away?
  • Does the student consistently engage in aggressive behaviour/s when a specific adult is present/working with them and/or does the aggression stop/decrease when a specific adult stops working with them/another adult starts working with them?
  • When working/playing with a peer or small group of peers, does the student consistently engage in aggressive behaviour/s either immediately or after a certain length of time and/or does the aggression stop/decrease when they no long have to work with others?
  • When the student engages in a specific aggressive behaviour (e.g., biting, repeatedly breaking objects such as pencils) do they appear to be seeking/enjoying the sensory sensation generated by that behaviour?
  • Does the student’s aggressive behaviour stop or decrease after they are given access to a specific safe item or place/space?
  • Does a specific adults or adults in general consistently engage with the student after they have behaved aggressively towards someone including the adult themselves (e.g., the teacher evacuates the classroom and remains with the student)?
  • Do students get upset or try to ‘fight back’ when the student is are aggressive towards them, their peers or an adult?
  • Prior to/when the student starts engaging in the aggressive behaviour do they appear to be feeling distressed, overwhelmed, overexcited or another big emotion?
  • Once the student has engaged in aggressive behaviour (e.g., breaking objects, screaming) do they appear calmer or more regulated than before?

Please answer all questions to continue.