Spectrum Gaming offers an “Anti-behaviourism Behaviour Management Policy” that manages to be both thorough and concise. It’s a practical introduction to some very helpful tools for supporting neurodivergent students.

We recommend it as a foundation for any school’s general MTSS (Multi-Tiered System of Supports) policy.

When we say we don’t believe in rewards, punishments or behaviourism, people often say “Well, what’s the alternative?”.

We worked with autistic young people to coproduce the NEST Approach, a methodology for supporting young people who are in crisis – but we recognise it can be hard to put this into practice when behaviourism is the norm in some settings.

Therefore, we have also developed an “Anti-Behaviourism Behaviour Policy” for high schools, so people can have a better understanding of the ethos, values and changes in practice that are needed to run an anti-behaviourist, needs focused, rights respecting provision.

The Policy: https://docs.google.com/document/d/1iVi_RY1HUyW92iYAhgshL_YYXFbsKOH14Ua4Zc4T2s0/edit?usp=sharing

The NEST Approach: https://drive.google.com/file/d/1AtfbW7thIyzVqAtONnYKyXtzUPrCoOaC/view?usp=sharing

Spectrum Gaming

This policy uses some of our favorite tools. These are tools that have survived the tests of our community lived experience.

First, reject rewards, punishments, behaviourism, and restrictive practices.

Next, use these tools instead.

• The 5 As of Neurodiversity Affirming Practice
  • Authenticity – A feeling of being your genuine self. Being able to act in a way that feels comfortable and happy for you.
  • Acceptance – A process whereby you feel validated as the person you are, not only by yourself but by others too.
  • Agency – A feeling of control over actions and their consequences in your day-to-day life.
  • Autonomy – A state of being self-directed, independent, and free. Being able to act on your ideas and wants.
  • Advocacy – To speak for yourself, communicate what is important to you and your needs or the needs of others.
• The 6 Key Principles of Trauma-Informed Practice
  • Safety: Prioritising the physical, psychological and emotional safety of young people.
  • Trustworthiness: Explaining what we do and why, doing what we say we will do, expectations being clear and not overpromising.
  • Choice: Young people are supported to be shared decision makers and we actively listen to the needs and wishes of young people. 
  • Collaboration: The value of young people’s experience is recognised through actively working alongside them and actively involving young people in the delivery of services. 
  • Empowerment: We share power as much as we can, to give young people the strongest possible voice. 
  • Cultural consideration: We actively aim to move past cultural stereotypes and biases based on, for example, gender, sexual orientation, age, religion, disability, geography, race or ethnicity.
• The NEST Approach for Supporting Young People in Distress
  • Nurture
  • Empathise
  • Sharing Context
  • Teamwork
• Understanding Motivation and Behaviour through Self-Determination Theory
  • Autonomy
  • Competence
  • Relatedness

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