![]() First, it is helpful to identify tools that may be beneficial during a meltdown when the child is currently calm rather than trying new things during a meltdown. Offering sensory support during a meltdown can help a child return to a calm state quicker. Removing others around the child, such as peers or siblingsĮach child’s sensory experience is unique.Turning off music, TV, or other electronics.Some examples of modifying sensory input include Otherwise, assess your environment and modify it accordingly. If you know what triggered the meltdown, eliminate those triggers if possible. If you cannot move your child from the area, do your best to reduce the sensory input. However, if your child is comfortable moving to an alternative location, bring them somewhere free of noise and other intense sensory input. Some children may resist a transition during a meltdown, so it is important to avoid forcing it, as this can exacerbate the experience. One way to de-escalate a meltdown is to move the child to a calmer space. If your child is currently attending therapy, speak with their BCBA or therapist to discuss a personalized plan for responding to and preventing meltdowns. We’ll review strategies for handling meltdowns. Meltdowns can be overwhelming for the individual experiencing it, caregivers, and others. However, even with support, de-escalation often takes time. The meltdown may physically drain the child to the point that they cannot continue, or they may regulate through calming strategies and supports. It is common for children to struggle with understanding or explaining what triggered the meltdown, and caregivers cannot always pinpoint that either. Unfortunately, returning to a relaxed state is often not as simple as eliminating the triggering event. ![]() Meltdowns are much different in that there is no particular end goal for the individual experiencing the meltdown other than to return to a state of comfort. For example, if a child is tantrumming because their parent told them no dessert until after dinner, the tantrum would likely end if the parent gave in and provided the dessert. When a child engages in a tantrum, the behaviors will generally stop if and when they receive access to what they are tantrumming for. ![]() Alternatively, a meltdown results from genuine distress, such as overstimulation or physical discomfort. For example, they want a preferred toy or snack, resulting in tantrumming behaviors such as crying and stomping. However, the reason behind the behaviors differ.Ī tantrum typically occurs in response to a desire that a child has. ![]() A child experiencing either a meltdown or a tantrum may scream, cry, and run away, for example. Meltdowns and tantrums can share many similarities in how they present. It is common to hear people use the terms meltdown and tantrum interchangeably, though they describe different processes. ![]()
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