Training assistants for students with disabilities to manage challenging behaviors

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Extract from the article: On October 31, a dozen assistants for students with disabilities (AESH) from private schools in Greater Lomé took part in a training session on the theme: “Eliminating or reducing challenging behaviors in schools.” Organized by the Efanam-Lo firm, th

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On October 31, a dozen assistants for students with disabilities (AESH) from private schools in Greater Lomé took part in a training session on the theme: “Eliminating or reducing challenging behaviors in schools.” Organized by the Efanam-Lo firm, this session aimed to provide participants with practical tools to prevent, reduce, and manage problematic behaviors in children with autism and learning disabilities in schools.

Given the growing diversity of educational needs in schools, training for teaching assistants for students with disabilities (AESH) is becoming a key issue for inclusive education. These professionals, who work directly with autistic children, play an essential role in regulating and understanding problematic behaviors. Autism is a neurodevelopmental disorder characterized by difficulties in social interaction and communication, repetitive behaviors, and restricted interests, among other things.

These professionals, who work directly with autistic children, play an essential role in regulating and understanding problematic behaviors. Autism is a neurodevelopmental disorder characterized by difficulties in social interaction and communication, repetitive behaviors, and restricted interests, among other things.

During the training, participants discovered various strategies for creating a more peaceful learning environment: establishing visual routines to reassure students, reinforcing positive behaviors, and using appropriate aids (images, gestures, pictograms) to communicate more effectively. They learned about the principles of Applied Behavior Analysis (ABA). This scientific approach studies how human behavior is influenced by the environment and how to change it in a positive way. Case studies also enabled AESH staff to learn how to observe, interpret, and adapt their educational approach.

The trainer, Ms. Adiel Lotri, a mental health occupational therapist, pointed out that autistic children regularly exhibit problematic behaviors such as screaming, self-harm, refusal to participate, and isolating themselves under their desks, which prevent new learning from taking place. "What is often referred to as ‘problematic behavior’ is very often a form of communication. An autistic student who screams or becomes agitated is not necessarily trying to cause trouble; they are expressing a need or frustration. So providing them with an inclusive education is not just about welcoming them into the classroom, it's about guaranteeing them an environment where they can learn, grow, and be understood. Therefore, assistants must be trained to better support students with disabilities," she explained.

The trainer emphasized the importance of patience, compassionate communication, and positive encouragement. She also discussed collaboration between different educational stakeholders: teachers, parents, school psychologists, educators, and caregivers. This multidisciplinary approach makes it possible to develop individualized support plans that promote consistency in practices and continuity in support, she said.

The training was praised by Ms. Essénam Laboé, AESH at Cours Lumière (Lomé): "I feel more at ease. I understand better why a student reacts in a certain way and, above all, how to help them without losing control.  Understanding and kindness must become our teaching tools."

Training assistants in managing challenging behaviors is an investment in a more humane, fair, and inclusive school.

William O.