Property destruction behaviors—such as breaking, throwing, or damaging objects—are often seen in children with autism as a way of coping with frustration, sensory overload, or communication difficulties. While these behaviors are not exclusive to children on the autism spectrum and can be observed in neurotypical children as well, they require careful and individualized handling. Olga Sirbu outlines strategies for understanding, preventing, and managing property destruction in kids with autism.
Understanding Property Destruction Behavior
In Applied Behavior Analysis (ABA), property destruction is defined as behavior involving actions like breaking or damaging objects. These actions often serve different functions, which can include:
- Gaining Attention: A child may throw toys or books to attract an adult’s focus.
- Escaping an Environment: Swiping items from a table might be a signal that the child wants to leave a particular setting.
- Expressing Preference: Throwing an object could indicate dislike for that item or a desire for something else.
- Seeking Sensory Input: Some children derive pleasure from watching objects fall or break, experiencing internal satisfaction.
Key Insight
Each behavior can have one or multiple functions, making it essential to understand the underlying cause before implementing strategies to address it. For example, if a child throws items out of hunger, providing a toy instead of food will not address their need and may escalate the behavior.
Identifying Causes and Triggers
The first step in handling property destruction is identifying the causes and triggers. These can vary widely and might include:
- Communication difficulties
- Sensory overload or under-stimulation
- Lack of attention or interaction
- Environmental factors
Steps to Identify Triggers
- Observe Patterns: Note when and where the behavior occurs.
- Analyze Antecedents: Determine what happens immediately before the behavior.
- Track Consequences: Assess how others respond to the behavior and whether it inadvertently reinforces it.
Preventive Strategies
Once the causes are identified, you can develop preventive measures tailored to your child’s needs.
1. Provide Attention Through Play
If the behavior seeks attention, engage your child in interactive activities such as:
- Reading books together
- Playing games that involve their interests
- Watching educational videos that teach appropriate throwing behaviors
2. Incorporate Throwing Activities
Introduce safe and structured activities that satisfy the need to throw, such as:
- Ball games (e.g., catch or basketball)
- Flying kites or paper airplanes
- Target-based games
3. Rearrange the Environment
Modify the child’s surroundings to reduce access to items that trigger throwing behaviors. Store fragile or valuable objects out of reach and create a safe space for exploration.
4. Use Visual Schedules
Adding predictability to the child’s day with visual schedules can help minimize frustration. Visual schedules:
- Inform the child about the day’s activities.
- Set clear expectations for behavior.
- Reduce anxiety caused by uncertainty.
Tips for Visuals
- Use pictures or symbols that your child understands.
- Involve your child in planning the day to increase engagement.
- Offer choices through visuals to encourage decision-making.
Reactive Strategies
Despite preventive measures, instances of property destruction may still occur. Having a plan for reacting appropriately is crucial.
1. Ignore the Behavior
If the behavior seeks attention, calmly ignoring it may reduce its occurrence. Simultaneously, teach alternative ways to gain attention, such as tapping your arm or shoulder.
2. Teach Functional Communication
Help your child express their needs through:
- Pointing or gesturing
- Using Picture Exchange Communication Systems (PECS)
- Leveraging Augmentative and Alternative Communication (AAC) devices
3. Reinforce Alternative Behaviors
Replace throwing with positive, socially acceptable behaviors by:
- Using rewards like favorite toys, activities, or snacks to reinforce desired actions
- Teaching cleanup as a response to throwing, turning it into a constructive activity
4. Redirect and Block
Redirect the child to appropriate items or activities designed for throwing. For example, provide foam balls instead of household objects.
Teaching Alternative Behaviors
A critical aspect of managing property destruction is teaching your child new behaviors to replace the problematic ones. Focus on:
- Identifying the desired behavior (e.g., placing items down gently instead of throwing them)
- Modeling and practicing the behavior in a calm setting
- Reinforcing the new behavior consistently
Important Note
You cannot simply remove a behavior without providing a positive alternative. Filling the gap with a constructive and acceptable behavior ensures long-term success.
Be Patient and Persistent
Patience is essential when addressing property destruction behaviors. React thoughtfully, assess the situation, and focus on teaching rather than punishing. The goal is to:
- Reduce frustration for both you and your child
- Build positive interactions
- Promote long-term behavioral improvement
How to Handle Property Destruction in Kids with Autism – Final Thoughts
Handling property destruction in kids with autism requires understanding, prevention, and a commitment to teaching alternative behaviors. By identifying the causes, implementing preventive measures, and responding thoughtfully, you can create a supportive environment that fosters growth and reduces problematic behaviors. Remember, every child is unique, and strategies should be tailored to their specific needs. Through patience and consistency, progress is achievable.
Also read: How to Manage Autism Meltdowns Effectively!
About Olga Sirbu
My name is Olga Sirbu, I am a Board Certified Behavior Analyst (BCBA) and Licensed Applied Behavioral Analyst. My goal is to support and empower families and individuals on the autism spectrum.
Autism Advance is dedicated to training parents and caregivers, providing practical tips, and teaching individuals how to educate kids with autism.
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