Disruptive 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 disruptive behaviour when a specific sensory stimulus (e.g., noise, cluttered rooms, specific odours, fluoro lights, glare, ceiling fans) is present and/or does the behaviour stop/decrease when the sensory stimulus (e.g., lights, fans) is removed?
  • Does the student consistently engage in disruptive behaviour 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 disruption stop/decrease when the activity is finished, or the item put away?
  • Does the student consistently engage in disruptive behaviour when a specific adult is present/working with them and/or does the disruption 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 become disruptive either immediately or after a certain length of time and/or does the disruption stop/decrease when they no long have to work with others?
  • When the student repeatedly engages in a single disruptive behaviour (e.g., saying 1-2 swear words over and over or walking around and around the room following the same route) do they appear to be seeking/enjoying the specific sensory sensation generated by that behaviour?
  • Does disruptive behaviour stop or decrease after the student is given access to a specific activity, item, or place/space?
  • Does the disruptive behaviour stop or decrease after an adult starts to interact/work with the student?
  • Do other students pay attention (e.g., laugh at, tell to stop, join in) to the student when they engage in disruptive behaviour?
  • Prior to/while engaging in the disruptive behaviour, does the student appear to be feeling distressed, overwhelmed, overexcited or another big emotion?
  • After repeatedly engaging in a single disruptive behaviour (e.g., saying 1-2 swear words over and over or walking around and around the room following the same route), does the student appear calmer/more regulated?

Please answer all questions to continue.