Traditional behaviour support focuses on reducing or eliminating unwanted behaviours through consequences and rewards. This approach treats the behaviour as the problem, rather than understanding it as a symptom of unmet needs or environmental mismatches.
When we shift our perspective to see behaviour as communication, everything changes. Instead of asking "How do we stop this behaviour?" we ask "What is this person trying to tell us?" This simple reframe opens up entirely different support approaches.
Common Communications Behind Behaviour
Behaviours often communicate: "I'm overwhelmed," "I don't understand," "This hurts," "I'm scared," "I need space," "I want connection," or "Something is wrong." Our job is to become better translators, not behaviour managers.
Alex came to us as a 19-year-old with autism who was labelled as having "aggressive behaviours" because he would hit his head and bite his arms during day program activities. Previous support focused on restraining him and removing him from activities when these behaviours occurred.
But when we looked deeper, we discovered Alex's behaviours followed a clear pattern: they occurred during transitions, in noisy environments, and when he couldn't communicate his needs effectively. Alex wasn't being aggressive, he was trying to communicate his distress about sensory overload.
Once we understood Alex's communications, our support approach was designed to reduce his distress. We introduced visual schedules for transitions, identified quieter spaces for breaks, and scaffolded alternative ways to signal when he needed support. The head-hitting and arm-biting virtually stopped within two months.
Trauma-Informed Understanding
- Behaviours may be trauma responses, not willful defiance
- Fight/flight/freeze responses can look like challenging behaviour
- Trust must be rebuilt slowly after previous negative experiences
- Safety (physical and emotional) is the foundation for change
- Small triggers can activate big responses due to past trauma
Many people we support have experienced years of being punished, restrained, or medicated for communicating their distress in the only ways available to them. This creates additional trauma and often escalates the very behaviours support services are trying to address. This is particularly the case with non-verbal communicators.
Understanding behaviour as communication requires us to become detectives. We look for patterns: what happens before the behaviour? What's the environment like? What needs might the person be trying to express? Are there physical factors like pain, hunger, or sensory overload?
This approach also recognises that many neurodivergent people communicate differently. Someone who appears "non-compliant" might actually be processing information differently, experiencing sensory overwhelm, or struggling with executive function challenges.
Effective support means teaching alternative communication methods while addressing underlying needs. This might include visual supports, communication devices, sensory tools, or environmental modifications. The goal isn't compliance but building mutual understanding and connection.
For families and support workers, this shift in perspective can be transformative. Instead of feeling frustrated by challenging behaviours, we become curious about what the person is trying to communicate. This creates more positive relationships and more effective support strategies.
The most important thing to remember is that behaviour serves a purpose. Until we understand and address that purpose, simply trying to stop the behaviour is unlikely to be successful long-term and may inadvertently cause harm by ignoring the person's communication attempts.