RESPONDING TO WARNING SIGNS
Challenging behaviours indicate a child is struggling
and is having difficulties managing their own emotional
or communication difficulties. Even for the most
experienced educators, it can sometimes seem as if
a child’s behaviour ‘comes out of nowhere’. When a
child needs support there is usually some aspect of their
behaviour that alerts the educator.
According to Butchard and Spencler (2000), children
nearly always present warning signs. If educators are
able to identify these warning signs and intervene early
enough, it is more likely that the behaviour will not
escalate and become difficult or challenging. According
to Kaiser and Rasminsky (2003, p.174), each child has
their own characteristic physiological and behavioural
signs that can help you to understand their state of
mind. Children display subtle signs of anxiety and
agitation as they try to cope with their anxiety.
Warning signs may include: tears, excessive toileting,
clenched teeth, rigid body, fidgeting, vomiting,
downcast eyes, withdrawing, hair twirling, thumb-
sucking, sucking hair or clothes, biting fingernails,
hoarding, clinging, whining, being noisy or quiet,
screaming, giggling and crying.
These are sometimes termed the ‘telltale signs’, and
an educator can prevent a child’s behaviour from
escalating by intervening in its earliest stage. Without
intervention, anxiety may lead to agitation, then to
aggression, and possibly abusive behaviour. The signs
of anxiety and agitation vary. Exhibiting the following
behaviours may not indicate distress. Observation and
understanding of each child will be the most informed
guide.
The table below illustrates how early warning signs of a
child’s deregulation can escal