Overwhelmed and Stressed
The terminology used for an intense episode of challenging behaviour that may be displayed by Autistic children and young people with learning difficulties can vary wildly according to the ethos and values of those witnessing it. An accepted term seems to be Meltdown (but please correct me if I’m wrong).
At school we have worked hard to remove the term kicking off from our lexicon. The phrase tantrum should never be used as these are very different behaviours. They have a very different function or driver of that behaviour. This is a great video to watch to explain this from a parents point of view.
Each individual needs an in-depth support plan to reduce these episodes. A meltdown is a way of expending energy, frustrations or anxieties caused by overstimulation or information overload, therefore tangibles or rewards/sanctions are not going to be effective. We can however use each one as a learning experience for those of us who support an individual who processes the world differently.
What Does a Meltdown Look Like:
- Emotional Intensity: The individual may display intense emotions, such as overwhelming anxiety, frustration, or fear.
- Physical Manifestations:
- Rocking: They might rock back and forth as a way to self-soothe, this is often called stimming.
- Crying: Tears and vocal expressions of distress are common.
- Hitting or Self-Harming: Some may hit themselves or nearby objects.
- Withdrawing: They may retreat from the situation or seek a quiet space.
- Duration: Autistic Meltdowns can last for varying lengths of time, but they are typically longer-lasting than temper tantrums.
- Difficulty Calming Down: The individual finds it challenging to regain composure during a meltdown
Support Meltdowns by Controlling the Area.
You must control the space around the individual. This may be removing items that may break. It may be clearing a physical space especially if a crowd is gathering. Most people will not understand, that gawpers should be moved on. Turn off music, lights or the TV to reduce sensory input. Reduce the number of people communicating to a maximum of one.
Assess.
You need to assess the cause of the meltdown – it will rarely be a tangible object in the case of a true meltdown. If you can remove the trigger or identify it for the future. Assess the impact on the individual. Assess whether the child is hurt. Can they tolerate continuing the activity or do they want time out. Ask very simple questions with plenty of processing time.
Respond.
Your reaction can hugely impact the well-being of the individual. They need support not sanctions. A drink (with a straw) may help. It can help to reassure the child. The stronger your relationship the better, ask them what they want you to do in this situation once all is calm. Remember it takes time for emotions and adrenaline levels to stabilise.
Evaluate.
What can be done to support the person to manage a similar situation in the future? Headphones, listening to music, a baseball hat to prevent light shining in the eyes. Did you do anything that helped or hindered the process? Use a sensory first aid kit. This reflection time is vital.
Please do not punish a meltdown!
This is an excellent graphic that Rikkie Johnson from Proud Autistic Living permitted me to use. We hope this blog has been useful in identifying and managing autistic meltdowns.
