A case of can't do it not won't do it. The demand itself triggers the anxiety due to the pressure to get it right, to control and get the desired outcome. This leads to a neurological freeze, their brain tells them they can't. This can happen for both tasks they don't want to do and tasks they do want to do. The anxiety can stop the individual doing something they want to do as well as something they don't.
Can be triggered by direct demands as well as time, plans, questions, bodily demands, thoughts, uncertainty, direct praise, things they want to do.
Remember that anxiety is what drives the behaviour. Always consider the anxiety and what is causing that rather than the behaviour as the behaviour is a reflection of the anxiety. Then look for solutions to help the anxiety.
Be aware of your nonverbal communication. Tone of voice, facial expressions, body language, ignoring their attempts to make amends can increase the students anxiety and then increase the behaviour.
Choice. Gives the student some autonomy and can lower anxiety by having the student feel they have some control. Offer two or three options that have the same learning outcome and let the student choose which one they do. Ask the student "would you like me to help you, xyz to help you or would you like to try it yourself?" "Do you want to do your work at your desk or in the corridor, on the verandah etc."
Be indirect and flexible. You may have come into the learning, play, experience with a set plan, this plan might be the thing that cause anxiety to rise and will not end positively. Be flexible enough to recognise this and change the plan. Use indirect phrases such as "I wonder if we ca do it like this..." "I wonder what will happen if I try this..."
Use indirect praise. talk positively about the student and what they have done but d not say I am proud of you for doing your work as this places pressure on them to do so again and raise expectations and anxiety. Rather praise something specific about the work they have done eg "I like the colour you have used." "I like the language choice in your writing."Â
Pick you battles. Not everything needs to happen, not everything is important. Decide what it is that is necessary and if it is unnecessary do not fight it. Do you really need to make the student wear shoes and socks inside the classroom? Do they really need to use pencil instead of pen? Do they really need to sit to work?
Use interest to engage. Find an area of interest for the student and embed this in their learning.
Reduce pressure. If you can see that it is a high anxiety day for your student reduce the demands. Can the student walk around the school, supported by an SLSO or adult, and engage in incidental learning? Can the student work outside? Can the student engage in a preferred activity first until their anxiety levels decrease? Can they do two questions instead of five?
Use humour. Be prepared to make a joke of yourself and laugh at yourself. Laughter reduces anxiety very quickly and makes you more approachable.
Be empathetic. State that you understand how the student is feeling and tell them of a time you have felt that way too. State that you understand they find the task hard and let them know you have struggled too.
Balance between predictability and spontaneity. Be sure to balance this with the levels of anxiety. This can be embedded into learning, yes we have to do maths however instead of it being the same they have choice. Or instead of it being the same we are learning outside.
Individual rewards. Embed this into their interest. The student could earn minutes for their chosen activity by completing work. Group rewards are less likely to be effective.
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