Language / Auditory and Meltdowns
Children with language weaknesses may be overloaded when upset, and thus, unable to process or use many words at that time.
Children with language weaknesses may be overloaded when upset, and thus, unable to process or use many words at that time.
| Provide words to use when upset | Example: “I’m sad because he knocked over my block tower.” |
| Minimize conversation with the student when upset; this is not a time for debate, explanation, or asking for lengthy responses | |
| Use short commands with gestures | Example: Go here please (motion to beanbag area) |
| Ask yes/no questions, so the student can provide a nonverbal response | |
| Create a diversion with body movements to get child to a safe place | Example: Can you clap?, Can you cross your arms? Can you stomp? Can you march? (without verbal cueing, march toward the area you want the child to be) Can you turn in a circle? Can you sit? |
| Allow space and silence | |
| Provide parent guidance for understanding language overload | Article: Surviving Meltdowns: Supporting Children with Language Disorders During Breakdowns |