Behaviour is communication. We look for the reason behind it, then teach better ways to meet the same need.
Every behaviour serves a purpose. A tantrum may be a way to escape a hard task, to get attention or to ask for something a child cannot yet put into words. Understanding why a behaviour happens is the first step towards changing it, which is why our behaviour work begins with careful observation rather than with rules or punishment.
Our approach draws on Applied Behaviour Analysis and Positive Behaviour Support. We teach new skills that do the same job as the difficult behaviour, adjust the environment so success is more likely, and help parents respond consistently. Attention, self-regulation and executive skills are built in the same patient, step-by-step way.
22 needs explained in plain language
These descriptions help you understand terms you may hear. They are not a diagnosis, which can only come from a qualified clinician.
When a child has frequent tantrums, aggression or refusal, the behaviour usually serves a purpose, such as getting help, escaping a demand or seeking attention. We work out why the behaviour happens before deciding how to respond, and teach better ways to meet the same need.
Regulation is the ability to manage feelings and energy levels, and to calm down after being upset or excited. A child who struggles may move from calm to overwhelmed very quickly. We teach calming strategies, keep routines predictable and teach ways to ask for help.
Some children find it hard to stay with a task, filter out distractions or shift attention when asked. We build attention gradually, using motivating activities, short work periods and clear visual structure.
Hyperactivity means more movement and restlessness than expected for a child’s age, such as constant climbing, running or fidgeting. We combine movement breaks, structured routines and self-control strategies so the child can take part in learning.
Impulse control is the ability to stop and think before acting. A child may grab, interrupt, run off or act before considering what will happen. We teach waiting, stopping and choosing through games and real-life practice.
Executive functions are the mental skills that help us plan, organise, start tasks, remember instructions and adapt. Difficulties can affect schoolwork and daily routines. We break tasks into steps and teach strategies such as visual schedules and checklists.
Planning means working out the steps towards a goal; organisation means keeping track of materials, time and tasks. We teach both with concrete tools, such as picture sequences, first-then boards and simple organisers.
Working memory holds information in mind while we use it, such as remembering a three-step instruction. When it is limited, a child may forget instructions halfway through. We use visual supports and gradually build memory for longer sequences.
Not following instructions may reflect difficulties with understanding, attention, memory or motivation rather than defiance. We find out which, then teach instruction-following in small steps with clear expectations and positive reinforcement.
Moving from one activity to another, or coping when a routine changes, can be very hard for some children. We use timers, visual schedules, advance warnings and gradual practice so transitions become more predictable and calmer.
Tantrums are often goal-directed and can be shaped by how adults respond. Meltdowns are usually a response to overwhelm, when a child has lost control. Telling them apart matters, and we help families understand triggers and respond in ways that keep everyone safe and calm.
Hitting, kicking, biting or throwing can be frightening for families. These behaviours usually have a function, such as escaping a demand or communicating distress. A functional assessment guides a plan that reduces aggression and teaches safer alternatives.
Some children hit their head, bite themselves or otherwise hurt themselves, often when distressed, in pain or seeking sensory input. This needs careful assessment, including checking for medical causes. We develop a safety-first plan and teach other ways to communicate and cope.
Repetitive movements, sounds or actions, such as hand-flapping, rocking or lining up objects, often help a child feel calm or organised. We aim to change them only when they get in the way of learning, safety or daily life, and focus on what the child needs.
Many children have intense interests in particular topics or objects. These can be a real strength and a powerful motivator for learning. We use them as a bridge to new skills and gently broaden the activities the child enjoys.
When a child often refuses or avoids tasks, the task may feel too hard, unclear or unrewarding. We adjust demands to the right level, make expectations clear and use reinforcement to build cooperation.
Low frustration tolerance means a child gets upset quickly when something is hard, when they have to wait or when things do not go their way. We build tolerance gradually and teach coping words and actions.
Some children find change, new places or a new way of doing things very difficult. We introduce small, planned changes with support, so flexibility grows in a way the child can manage.
Self-management means a child can notice and guide their own behaviour, for example ticking off tasks or recognising when they need a break. It builds independence and is taught with simple checklists and rewards.
A Functional Behaviour Assessment (FBA) is a structured way of finding out why a behaviour happens, by looking at what comes before it, the behaviour itself and what follows. Its findings guide a plan that addresses the cause, not just the behaviour.
Positive Behaviour Support (PBS) aims to improve a child’s quality of life by teaching new skills, adjusting the environment and responding consistently, rather than relying on punishment. Families are central partners in the plan.
ABA uses the science of learning to teach meaningful skills, such as communication, play, self-care and social skills, and to reduce behaviours that get in the way. At Mayrah, programmes are individualised, progress is recorded every week and goals are set by our Principal Consultant.
