Responding to Meltdowns
A meltdown is when the child is completely out of control and is crying, screaming, and flailing about. The most dangerous part of the meltdown is the physical aggression, which is present in many, if not most, children. Not all children become physically aggressive during a meltdown, but many do, and some go to the point where they are breaking objects and hitting or harming others. A meltdown is best defined by saying it is a total loss of behavioral control. It is loud, risky at times, frustrating, and exhausting.
- During a meltdown, a child with autism does not look, nor care, if those around him are reacting to his behavior.
- A child in the middle of a meltdown does not consider her own safety.
- A child in a meltdown has no interest or involvement in the social situation.
- Meltdowns will usually continue as though they are moving under their own power and wind down slowly.
- A meltdown conveys the feeling that no one is in control.
A meltdown usually occurs because a specific want has not been permitted during a period of high stimulation or demand. After that point has been reached, little can satisfy the child until the situation is over.
The best way to actually handle a meltdown is to know what the things are that trigger a child and work to either eliminate those triggers or reduce them to the point where they will only anger the child, rather than actually causing a meltdown. When we are aware of a child's triggers and environment, we can manipulate those items so that they cause the child the least distress, and the child can be taught to manage his or her emotion so that they do not actually reach the point of a meltdown.
The most important thing to do during a meltdown is to keep the child safe. Children with ASD are often not aware of the harm that they can cause themselves, and when melting down, they are not in control of themselves at all. Should a melting down child harm him or her self physically, two things can happen: first, the child might harm him or her self severely enough to warrant a trip to the emergency room, and second, when the child does hurt him or herself, there is a great potential for an increase in the intensity of the meltdown.
When a meltdown actually begins, model calm behaviors so that the child can follow these cues and calm down as well. This will not stop a meltdown from happening, but it will keep it from escalating further. Next, be ready to provide instructions to the child, either visually, verbally, or physically, so that the child can be directed to a place where he or she can safely calm down. The instructions should be very simple, no more than a single gesture or a few words. Touch the child and nudge him or her in the direction of a spot previously identified as being a safe sport, or a verbal direction of, "Go to your safe spot," may be used. The child may refuse or be so upset that he or she does not understand the directions. If this is the case, watch the child and let him or her be so long as the child is not physically harming anything. If the child becomes physically destructive and has failed to calm down or find a spot to do so safely, then the option of physically holding the child must be considered. Holds are a last-ditch effort in every case. Only use approved holds that do not put either the child or you at physical risk. Never hold the child face down to the floor; or in a position that puts stress on the child’s muscles, joints, or organs.
