By Mary Anne Joseph
Behaviour is communication. This simple truth lies at the core of effective early intervention for children with autism and developmental challenges. Instead of viewing behaviour as something to be controlled or suppressed, Behaviour Modification invites us to ask: What is the child trying to tell us?
A structured, home-based approach that involves parents and caregivers from the very beginning can significantly improve outcomes. This is especially true in the early years, from birth to age six, when the brain is still developing rapidly. The earlier we understand and respond to a child’s unmet needs, the better their chances of building independence, communication skills, and emotional resilience.
Understanding the Whole Child
Behavioural outbursts, refusal to eat, sensory overload, and shutdowns are not isolated issues. They are part of a larger developmental picture. Behaviour Modification, when done right, takes a whole-child view—supporting not only emotional and behavioural regulation, but also:
Ø Gross motor development
Ø Language and communication
Ø Self-help and life skills
Ø Sensory processing
Ø Pre-academic readiness
Ø Diet and oral motor strength
In many cases, challenging behaviours stem from difficulties in one or more of these areas. For example, a child who has trouble chewing or drinking from a cup may also struggle with speech clarity. A child who cannot express discomfort or confusion may resort to meltdowns or avoidance. Recognising these connections is key to building meaningful and sustainable support plans.
The Role of Movement and Play
In today’s digital age, it is increasingly common for children—especially those with special needs—to be exposed to screens for long periods. While screens can serve as temporary distractions, overuse often results in sensory overload, delayed speech, emotional dysregulation, and reduced physical activity.
Children on the spectrum are particularly sensitive to visual and auditory input. Unlike neurotypical peers, they may lack the ability to filter or manage sensory stimulation, which makes movement-based activities even more essential.
Simple, regular physical play—rolling, swinging, jumping, or kicking a ball—can help regulate the nervous system. These activities build muscle tone, improve balance, and support emotional control. Gross motor play also enhances body awareness, which is crucial for both classroom learning and social interaction.
Diet and Oral Motor Development
Feeding issues are another common challenge in early childhood development. Many children with autism are highly selective eaters. Their diet might consist of just a few familiar foods—such as plain rice, crunchy snacks, or a specific fruit—and they often resist trying anything new. Some children continue to drink from a bottle well beyond toddler age.
This impacts more than nutrition. Without sufficient oral stimulation from chewing and drinking, key muscle groups in the mouth and jaw do not develop properly. These muscles are essential for speech clarity, breathing, and even emotional self-regulation.
Gradual exposure to new textures, the introduction of cups and straws, and oral motor exercises can help. Using chewy or crunchy foods during mealtimes and adding bite-sized textures in a calm, non-pressuring environment often leads to positive change. Collaboration with speech therapists and occupational therapists enhances this process.
Empowering Parents and Teachers
One of the biggest gaps in behaviour support in Malaysia is the lack of hands-on training for parents and teachers. While therapists and medical professionals play important roles, they often work in isolation, leaving families to manage on their own.
What’s often missing is direct, practical coaching that equips parents and educators with strategies they can use daily—at home, at school, and in the community. A strong home programme teaches caregivers how to observe behaviour, respond with consistency, and build skills over time. This creates continuity and confidence across environments.
Schools and hospitals can also play a greater role by ensuring their staff receive training in behavioural management. Many general educators and nurses lack exposure to special needs care, which can result in frustration for both child and adult. More professional development is needed to bridge this gap.
Collaboration, Not Isolation
Children thrive when professionals work as a team. Speech therapists, occupational therapists, paediatricians, educators, and psychologists need to share information and work toward common goals. Unfortunately, this kind of integration is still rare in Malaysia.
Other countries offer successful models to learn from. In places like Sweden, for example, children receive care from interdisciplinary teams that meet regularly to assess progress and adapt plans. This approach strengthens outcomes and reduces stress for families.
While full integration may take time, small steps—like including parents in therapy sessions or connecting therapists with classroom teachers, can make a big difference.
Every Child Deserves a Chance
Behavioural challenges are often misunderstood. A child who throws a tantrum or refuses to eat may not be “naughty” or “spoiled.” They may be overwhelmed, confused, hungry for routine, or unable to express what they feel.
When we pause to listen—when we shift our mindset from managing behaviour to understanding it—we begin to see change. Behaviour Modification is not about quick fixes. It is about building trust, skills, and communication. Most importantly, it is about working with families, not around them.
About Mary Anne Joseph
Special needs educator and behavioural therapist with over 30 years of experience. She holds degrees in Special Education and Psychology and has trained internationally in early intervention strategies for families and educators.
For more details or to connect, contact her at manne1888@gmail.com.
