Managing behaviour in children with Down’s syndrome requires understanding, patience, consistency, and an educational approach that focuses on abilities rather than limitations. Understanding the meaning behind a behaviour and the reasons it arises is the first step in effectively supporting these children in their overall development.

What is Behaviour?

Behaviour can be defined as an action or a set of actions that a person performs with a specific purpose. In other words, it is a form of communication that expresses desires, needs, or emotions. Every behaviour—whether considered “appropriate” or “inappropriate”—has meaning and intent. Therefore, rather than judging or punishing, it is essential to interpret what the child is trying to communicate through their behaviour.

In the case of children with Down’s syndrome, behaviours are often used as strategies to obtain something they want, avoid an unpleasant situation, or gain adult attention. When we understand this communicative function, we can respond in a more empathetic and effective manner.

What Can We Observe?

Certain behaviours may appear as excesses or deficits. Among the most common excesses are physical or verbal aggression, prolonged crying, shouting, emotional outbursts, or poor impulse control (for example, running or climbing in inappropriate places such as the classroom). Among the deficits, difficulties in communication, social interaction, or following instructions are often observed.

These behaviours are not simply “bad actions”, but responses to various circumstances. A child may behave inappropriately to escape an undesirable situation, seek social interaction or attention, satisfy a sensory need, or simply to obtain something they want. Understanding the reason allows us to intervene more effectively, teaching alternative strategies and positive replacement behaviours.

Setting Clear Limits and Rules

Limits are an essential tool for the emotional and social development of all children, especially those with Down’s syndrome. They provide safety, structure, and guidance, helping children to understand what is expected of them and how to behave in different contexts.

It is important for adults—parents, teachers, and caregivers—to establish consistent, simple, and coherent rules. For example, children should not be allowed to slam doors, throw toys, or hit others. If we tolerate such behaviours with the excuse that “they’re little”, we risk them being repeated in different environments and stages of life. Consistency between family, school, and other settings is key to consolidating learning.

A child who learns to respect limits and basic social rules will be better able to integrate into their social group and to act independently and respectfully.

How to Teach Appropriate Behaviours

Teaching positive behaviour relies on three key words: say, show, and do.

1. Say: Clearly explain what is expected of the child. Use simple, concrete, and direct language. Maintaining eye contact ensures the message is understood.
2. Show: Children learn by observing. Modelling the desired behaviour helps them understand what is meant.
3. Do: Support the child as they carry out the action, guiding them step by step. In this way, they can internalise the correct behaviour and repeat it independently in the future.

The goal is to teach replacement behaviours and skills—that is, to offer appropriate alternatives to problematic actions. For example, if a child shouts to get attention, we can teach them to gently tap the adult’s shoulder or use an agreed word or gesture.

Learning Channels

Each child has their own learning style, and recognising it makes the educational process easier. There are three main learning channels:

1. Visual: Children with Down’s syndrome often have strong visual learning skills. It is therefore advisable to use images, pictograms, gestures, and demonstrations. Facial expressions should be neutral and clear, avoiding signs of anger or frustration that may confuse them.
2. Auditory: This channel may be more challenging for some children due to potential hearing or processing difficulties. When giving verbal instructions, use a firm but calm tone, short and clear messages, and a moderate volume.
3. Sensory: Many children learn through movement, manipulation, and physical experience. Incorporating sensory and motor activities helps them to regulate their behaviour and maintain attention.

Strategies for Establishing Positive Behaviour

Several key elements are needed to establish appropriate behaviour:

• Repetition: Consistent practice reinforces learning.
• Consistency: All adults involved should respond in the same way.
• Patience: Behavioural change takes time; progress may be gradual.
• Appropriate praise: Acknowledging effort and achievement strengthens self-esteem and motivates the child.
• Emotional regulation: Adults must remain calm, as children perceive and mirror the emotional states of those around them.

The Role of Language

Both verbal and non-verbal language play a central role in behaviour management. Words should be simple, positive, and direct, avoiding negative labels such as “naughty” or “spoilt”. Instead, it is better to describe the behaviour and suggest an alternative: “We don’t throw toys; we put them in the box.”

Body language also communicates: gestures, posture, and tone of voice should convey calmness and align with the verbal message. Effective communication promotes understanding and reduces frustration—one of the most common triggers of challenging behaviour.

Considering Medical Factors

Before attributing a sudden change in behaviour to emotional or educational causes, it is important to rule out medical factors that may be influencing it. Children with Down’s syndrome often experience health issues that can affect behaviour, such as sleep apnoea, physical pain, hearing or vision problems, seizures, or hormonal changes (such as premenstrual syndrome or menopause in adolescents and adults). Identifying and treating these conditions can significantly improve both behaviour and overall wellbeing.

Common Inappropriate Behaviours

Among the most frequently observed challenging behaviours are:

• Non-compliance or disobedience, especially during changes or transitions.
• Difficulty adapting to new routines or environments.
• Physical or verbal aggression.
• Throwing objects or damaging materials.
• Excessive shouting in response to frustration.
• Self-injurious behaviours such as hitting or biting oneself.

These behaviours should be addressed with understanding, structure, and educational strategies—avoiding physical or verbal punishment. The key lies in providing emotional support, teaching social skills, promoting self-regulation, and offering positive role models.

Conclusion

Managing behaviour in children with Down’s syndrome is not about immediate correction, but about continuous and caring teaching. It requires a stable environment, clear rules, firm limits, and committed adults who guide with love, consistency, and patience. When children are given the right tools, they develop greater autonomy, self-control, and social participation.

Through understanding, communication, and positive education, it is possible to transform challenging behaviours into opportunities for learning and growth—strengthening not only the child but also their family, caregivers, and educational community.