A Framework for Decreasing Meltdowns: The Cup Kid

Meltdowns often occur because a series of situations have caused feelings the child cannot adequately control. Identifying these contributing factors; developing a proactive plan for removing, lessening, or building tolerance of them; and scheduling effective calming activities will decrease the frequency of the meltdowns. Meltdowns are a challenge for many children with autism, and cause disruption to the learning process, fear and anxiety, feelings of hopelessness and helplessness, and often more restrictive placements for students.  The student, the family, the child’s teachers and classmates all are affected by these emotional and often physical reactions.

Ms. Kling has developed a model for analyzing how the components of meltdowns combine to form a meltdown.  With this understanding of how meltdowns form, the adults are better equipped to identify meaningful antecedents, determine activities or times of day that are more likely to produce a meltdown, and develop a proactive plan of action that will reduce the likelihood that the meltdown will actually occur.  This leads to students learning more about themselves, why they have meltdowns, and empowers them and their parents and teachers to better manage their meltdowns, decreasing their frequency.

Ms. Kling uses an analogy of a Cup filling and emptying for the “meltdown cycle.”  During the day, situations, events, and/or activities that cause the student to feel angry, sad, disappointed, anxious, sick, uncomfortable, afraid, or overwhelmed go “into the Cup”.  They are cup fillers.  Situations, events, and/or activities that cause the student to feel happy, calm, satisfied, safe, and relaxed “empty the cup”. They decrease the stress and emotional or sensory overload the student feels; therefore, they are cup emptiers.  When adults learn what the child’s cup fillers and cup emptiers are, they can identify the parts of the day where the child will experience significant cup fillers and develop a plan so the child can avoid or change some of the fillers, keeping them out of his Cup.  In addition, the child should be encouraged to engage in an activity that empties his Cup, allowing him to more successfully handle the fillers he can’t avoid or change. 

As the child (or the adult of a young child) becomes more successful in managing his Cup, some of the cup fillers that were previously avoided should be slowly added back into his day so that he learns to tolerate the typical environment over time.  Consistent use of this approach helps children who experience meltdowns become more in control of their reactions and more aware of their environment.  Some children learn to manage their meltdowns independently as they mature.  Other children may continue to require adult help to develop and use their plan, but use of the approach still results in a decrease in the frequency of meltdowns.  

Learning Objectives:

• Identify at least three activities, situations, or events which create or contribute to the presentation of the child’s meltdowns (known as Cup fillers) and at least three activities, situations, or events in which the child engages that help him to calm (known as Cup emptiers).
• Analyze a child’s daily schedule to determine specific time which are more likely to induce a meltdown.

Track: Lifespan 2 - School Age

Content Area: Behavior Issues and Supports

Presenter:

Nancy Kling, M.A., L.P.C., L.P.A.
Behavior Specialist
Behavior Plus, Inc.

Nancy Kling, M.A., has worked with children on the Autism Spectrum for over 20 years as a behavior specialist, Licensed Specialist in School Psychology, special education administrator and consultant. She is the author/illustrator of The Cup Kid series and the Director of Behavior Plus, Inc.

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