Dropping, running, lying on the floor
WHY?
Dropping may occur because the child does not want to go somewhere or leave where they are; because they don’t understand what will be expected of them or are anxious about it (Continuing with being where they are is safer than moving to somewhere different, even if it is not going well now).
Some children can have trouble transitioning between physical spaces because they are sensitive to visual barriers (moving from the footpath to the grass, walking through doorways) or because their depth perception is not correct (steps appear too far apart and scary to walk down).
It might also be hard for them to move on because they have a compulsion to finish the task that they're doing first - a task that may not be obvious to anyone else, like running through a video game in their mind or sorting their pencils by colour.
Self-imposed routines can also make transitioning difficult. Moving from one activity to another is complicated if there's an elaborate series of steps that a child has to go through each time he leaves the room - especially if nobody else is aware of the steps and tries to rush the child through them or do them out of order.
Lying on the floor may be due to low muscle tone (The child
may not be physically tired, but the attention required
to keep the muscles organized is stressing them out.) or the sensory feedback from the floor or looking up at the lights etc is interesting, calming.
Running off could be for a range of reasons: they like chase games (and may not have the play skills to interact in other ways); they enjoy exploring; they are heading for a favourite place; they are trying to escape demands/anxieties/sensory discomfort (e.g. the shop is too noisy)
STRATEGIES
Unless your child is in danger do not physically move them – this could become something they depend on and moving them could harm either you or your child.
Give your child time and calm reminders (with a visual e.g. symbol) giving minimal attention
Show a symbol/photo/object for where your child is supposed to be going. Use ‘First (Where they have to go) … then… (Something they like).’
Give a motivator for your child to hold while they move (do not give it to your child until they get up)
Try a different person if at all possible (if this works, it wasn’t your fault that your child didn’t get up – tomorrow you might be that other person)
Allow choices - let your child decide between two options of where go to next where possible.
Cue changes - use a visual timer or provide verbal reminders, "5 minutes left, 2 minutes left" etc., to prepare your child for a transition.
Use behavioural momentum - establish success with your child following a series of simple instructions before giving them an instruction to transition.
Use positive reinforcement for sitting not lying on floor - For example, set a timer for e.g. 5 minutes and if the child is still sitting instead of laying on the floor, they get a small reward. Offer other ways to get sensory feedback or rest
If you give the child an instruction and the child ignores you, runs away, or refuses to comply with your instruction, you must continue to insist that the instruction is completed. When he or she is calm, make sure the task is completed.
Rather than chase after your child (unless they are in danger), tell them what they should be doing ("Come here."). Go back to about 10 steps before your child ran and start again, encouraging your child to walk without running off, so they are learning the correct routine not a wrong one.
Teach your child to ask or tell you where he or she is going by anticipating their escape behaviour and saying, "Do you want outside, show me/tell me." And then reward this appropriate behaviour with a trip outside (if possible - if not, tell your child when going outside is an option.).