Often any reaction, be it anger or laughter, is all they are looking to achieve. Ignoring minor inappropriate behavior is better than reacting. Children with DS (along with typically-developing children) will often misbehave simply for attention or a reaction, so it is important not to take the bait. Whenever possible, give your child a choice. This will help them feel empowered and it will also minimize negative behavior triggers. By allowing the child to choose between items you have already approved, you won’t have to force choices upon them. These can be simple choices, like what cereal to eat for breakfast or what shirt to wear to school.įlexibility in discipline is also important. It is important and powerful because praise immediately gives a child a positive feeling they can associate with the behavior they just displayed. When the child displays a positive behavior, such as picking up toys when play is over or even eating their vegetables, it is important to let them know they have done a good job. Dr Stein has a section in his book with recommendations for setting up a token economy.Īnother form that can have lasting effects over time is simply praising good behavior. The chart is check marked when good behaviors are exhibited, and then a reasonable reward is given to reinforce and encourage the behavior to continue. A token economy is a structured reward system normally consisting of a simple chart with pictures of positive behavior. These are spur of the moment bargains one might strike with a child, but many child behavior experts recommend a more structured reward system like a token economy. This reward can take the form of a treat or an activity that the child likes. One form is promising something in order to persuade a child to perform a certain behavior you would like them to perform. Positively reinforcing good behavior is a powerful motivation for children, and especially for children with DS. Visual schedules are made of pictures of activities and places that explain the routine for the day. Mary Pipan writes that transitioning between activities requires preparation, and can be eased by preparing your child verbally or visually for the coming transition. Routine is also aided by prepping your child for the next thing they will need to do. These are explained in his book Supporting Positive Behavior in Children and Teens With Down Syndrome.
Sticking with the routine and talking through them in short statements of direction can be great for avoiding any negative behavior that may come from these situations. Individuals with DS often have trouble receiving and remembering verbal direction and remembering verbal directions if they are too complicated. Typically giving structure to small daily activities like getting dressed, bathroom activities, and meal times will help children learn these simple tasks. Routine and structure are important for any child, but this is especially true for children with Down syndrome (DS).
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