Staff were perplexed by Michael’s reaction every time he sat down in the lunchroom. Once his friends sat down across from him, he would begin to rock and often cry. Initially, staff would sit with him and try to calm him or sometimes tell him that he needed to behave himself as others wanted to enjoy their lunch. These behaviors would sometimes escalate where Michael would engage in self-injury or bouts of screaming and staff would eventually react by removing him to another room so he could eat alone and where he eventually managed to self-calm himself and finish his lunch. This went on for months until a newly hired staff mentioned that she used to work with Michael in a residential setting and that she was surprised to see him doing so well as she noted one of the other individuals in the program had lived with him previously and had injured him during an aggressive altercation. As Michael was non-verbal, he had been unable to communicate to staff that this very person who had previously harmed him was sitting directly across from him at lunch.
We often look at behavior in a vacuum. As if this person is engaging in behavior as a form of disruption. We can sometimes personalize it as if it’s being done as an afront to our sensibilities and should therefore stop immediately once we address it verbally without considering the internal mechanisms that may be driving this behavior. Where we may have the ability to verbalize our anxiety, organize our thoughts and even reach out for input from others, many of the individuals that we work with have difficulty processing internal and external stimuli or intrusive thoughts. In the case of someone like Michael, who was non-verbal and who lacked any expressive communication abilities, it was evident that he was communicating his discomfort, his fear and frustration with the current seating arrangement. While staff saw on-going behavioral outbursts, Michael was doing the best he could to effectively communicate his frustration with the current seating arrangement.
When considering individuals with developmental disabilities, it becomes even more crucial to understand behavior as a form of communication. Often, these individuals may have limited verbal abilities, making their behavioral cues essential for expressing needs, desires, and emotions. Behaviors such as repetitive actions, outbursts, or withdrawal are not merely symptoms of their conditions but are significant indicators of their inner experiences. By attuning to these behaviors, caregivers and educators can better respond to the underlying sensory or emotional states, fostering environments that are more supportive and empathetic.
Understanding the nuances of nonverbal communication in individuals with developmental disabilities involves recognizing the unique ways in which they experience and interact with the world. Everyone has a distinct sensory profile and may react differently to stimuli. For example, what might seem like an inexplicable tantrum could be a reaction to overwhelming sensory input. By interpreting these behaviors through the lens of communication, we can begin to tailor our interactions and interventions in ways that are more effective and respectful of their needs.
Recognizing behavior as a form of communication requires a shift in perspective. It encourages us to ask questions such as, “What is this behavior trying to tell me?” or “What might this person need right now?” This approach not only helps in addressing immediate behavior as its happening but will also help to build trust and rapport with the individual. When they feel heard and understood, they are more likely to engage positively and thrive in their environment.
In conclusion, it’s important to remember that behavior is not just a challenge to be managed, but a message to be interpreted. By not taking behavior personally and striving to understand the underlying causes, we can better support individuals with developmental disabilities and help them lead more fulfilling lives.
