Internalising 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 internalising behaviour/s 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 an internalising 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 internalised behaviour stop/decrease when the activity is finished, or the item put away?
  • Does the student consistently engage in an internalising behaviour when a specific adult is present/working with them and/or does the internalised behaviour 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 an internalising behaviour either immediately or after a certain length of time and/or does the internalised behaviour stop/decrease when they no long have to work with others?
  • When the student engages in a specific internalising behaviour (e.g., skin picking, pulling at own hair, pacing, flapping, screaming, grunting) do they appear to be seeking/enjoying the sensory sensation generated by that behaviour?
  • Does the student’s internalising behaviour stop or decrease after they are given access to a specific safe item or place/space?
  • Does the student’s internalising behaviour stop or decrease when a specific adult is present or starts interacting/working with them?
  • Does the student’s internalising behaviour stop or decrease when a specific peer is present or starts interacting with them?
  • Does the student appear to be feeling a big emotion when engaging in internalising behaviours such as shutdown, punching or kicking objects to cause injury to self, screaming or repeated vocalisations showing distress or overwhelm?
  • After engaging in internalising behaviours (e.g., shutdown, punching or kicking objects to cause injury to self, screaming or repeated vocalisations showing distress), does the student appear calmer or more regulated than before?

Please answer all questions to continue.