Hidden Triggers in Children with Special Needs in Learning Environments

Sometimes, children with special needs are analyzed and shown to exhibit behaviors due to sensory issues or common triggers like pain, frustration, or a need for something. However, there are many other reasons that are not easily noticed. Some behaviors come from curiosity, their way of thinking, or small things in their surroundings. If we understand these hidden triggers, we can better support children in special education and therapy.

Self-Stimulatory Behavior (Automatic Reinforcement) / Stimming

Some children engage in repetitive actions (stimming) to feel comfortable or express emotions. This is not always a problem but rather a way they manage themselves.

How to help:

• Provide sensory alternatives.
• Give stress balls, fidget toys, or weighted blankets to help them.
• Allow sensory breaks and give them time to relax in a quiet area.
• Gently redirect them. Help them find a better way to stim that is acceptable in the classroom.

Exploring and Cause-and-Effect Learning

Many children with special needs do things just to see what happens. This is not bad behavior; it is part of their learning process.

How to help:

• Use hands-on activities and let them experiment to learn new things.
• Have a structured routine. Use pictures and clear steps to avoid confusion (according to their needs).
• Offer better options. If they like flicking lights, let them play with safe toys with lights.

Hidden Pain or Discomfort

Some children who cannot express when they feel pain may act differently as a result.

How to help:

• Use picture pain scales to help them show how much pain they feel. (Similar to the emoji scale used in messaging apps.)
• Observe behavior changes. Notice if they suddenly start behaving differently.
• Provide a way for them to communicate. Use sign language or picture boards for non-verbal children.

Slow Thinking and Processing Time

Children with ASD or LD, even with an associated condition, may need more time to understand what is happening or what they should do.

How to help:

• Give short and clear instructions. Speak in simple sentences and show what to do.
• Wait for their response. Give extra time before repeating instructions.
• Repeat and practice. Teach them in different ways until they understand. This is very important, but not always followed.

Emotional and Social Challenges

Understanding emotions and social rules can be difficult for children with special needs.

How to help:

• Use social stories. Tell stories about different social situations and how to handle them.
• Have a calm space. A small, quiet area can help them relax when upset.
• Teach emotions. Use pictures of faces and act out feelings to help them learn.

Difficulty with Tasks and Learning

Some children refuse to do activities if they are too hard or not interesting.

How to help:

• Make tasks easier. Adjust activities to match their skill level and use common teaching strategies (known to unknown, concrete to abstract, etc.).
• Use timers. Show them how long they need to work before a break.
• Include their interests. Use their favorite topics in learning.

Environmental Triggers

Sometimes, small changes in the environment can cause behaviors.

How to help:

• Adjust sensory distractions. Change lights, noise levels, or classroom setup if needed.
• Have clear daily routines. Use picture schedules to make things predictable.
• Educate others. Teach classmates and staff how to support the child.

The Importance of Punishment in Behavior Reduction

While reinforcement is the first approach in ABA, punishment is sometimes necessary to reduce challenging behaviors effectively. This does not mean harming the child but giving consequences to decrease unwanted behaviors.

How to use punishment correctly:

• Response Cost: Take away a preferred item or privilege when a child engages in unwanted behaviors (e.g., losing their favourite toy or stickers for hitting another child).
• Time-Out: Remove the child from a preferred activity for a short period if they engage in disruptive behaviors. During this time, they may stop the behavior.
• Correction Procedures: If a child throws objects, have them pick them up as a consequence to learn responsibility.
• Firm but Calm Redirection: Use a strong "No" or a firm look to show that certain behaviors are not acceptable. However, it’s important to remain respectful in tone and approach.

Punishment should always be used carefully, alongside positive reinforcement, to teach the child what behaviors are expected.

Conclusion:

Sometimes, children with special needs show behaviors that don’t have obvious reasons. However, by observing carefully, we can identify hidden triggers. Teachers and therapists can use the ABC method (Antecedent-Behavior-Consequence) to understand why a behavior occurs and how to help. While visual supports are useful, structured consequences like response cost and time-out can be more effective in reducing unwanted behaviors. By making small changes and using these strategies, we can help children with special needs feel safe, learn better, and enjoy their surroundings.