Self-Injurious Behaviours (SIBs) Collection

Self-Injurious Behaviours are self-directed, non-suicidal behaviours that cause injury to oneself. SIBs are among the complex behaviours common in autistic people and those intellectual disabilities. The intent may be to communicate or express pain, frustration, or distress. This infographic provides an introduction to what these behaviours are and how you can help.

Self-Injurious Behaviours (SIBs) are complex and challenging. Educators of students with SIBs often struggle with knowing how best to respond. This infographic was developed with a team of experts and people with lived-experience of SIBs to provide background information and guidance to educators.

Self-injurious behaviours (SIB) frequently occur in children and adolescents with developmental disabilities. These are often called "complex" behaviours as there can be multiple reasons a person may be engaging in them and it can be difficult to know how best to support the individual to stop causing themselves injury. In this toolkit, we describe the reasons SIB may occur, ways you can help professionals narrow down the causes of the behaviour, and suggestions on how to reach out to specialists who may be able to help.

Self-Injurious Behaviours (SIB) are a complex and difficult to treat. Reasons behind the SIB can include sensory processing differences, physical health concerns, behavioural challenges, communication challenges, and/or genetic predisposition. This literature review identifies considerations and explores strategies to better support individuals and their families. Increased research with individuals with both high and low support needs is recommended.

The Developmental Disabilities Primary Care Program of Surrey Place Toronto published a tool called HELP with Behaviours that Challenge (HELP) to help primary care providers and other individuals who support people with IDD implement this approach into practice.

A study found that the verbal ability was not a major factor associated with problem behaviours, but rather such behavioural issues may reflect difficulty coping and adapting. The link between speech, coping, and behaviours is still being explored.

Complex behaviours, including severe Self-Injurious Behaviours (SIB), in children with developmental disabilities can be challenging to manage and support. Medical professionals typically do not have much experience with severe SIB, and families can struggle to find adequate resources and specialists to help. In this series of interviews, we explore the perspectives of a parent, a pediatrician, and a behaviour analyst who are all connected to the Self-Injurious Clinic at BC Women and Children’s Hospital and the Family Support Institute of BC in Vancouver, British Columbia.

Few medical professionals have experience with patients with complex behaviours like Self-Injurious Behaviours (SIB). This video features advice for paediatricians from Dr Anamaria Richardson, a paediatrician attached to the groundbreaking Self-Injurious Behaviours Clinic at BC Children's Hospital. She, a parent, and a behavioural specialist all share their experiences with SIB and how proper support can improve the lives of patients and their families.

Emotional regulation refers to how people recognize and monitor what they are thinking and how they are feeling. This review offers ideas for understanding and supporting emotional regulation. Information and resources are offered.

This infographic provides guidance about sensory-friendly classrooms for Autism students. Autistic individuals often process sensory stimuli differently than non-autistic peers. Sensory-friendly classrooms may make it easier for Autistic students to engage and learn.

People who work with the public interact with the neurodivergent community in a variety of ways. This short infographic provides general guidance on how best to support and de-escalate common situations they may face in the workplace. By using these best-practice support strategies, people can hopefully resolve situations quickly and have positive outcomes for all.

First responders encounter numerous emergency situations with the neurodivergent community that can be stressful for all involved. This short infographic provides general guidance on how best to support and de-escalate common situations they may face in the field. By using these best-practice support strategies, first reponders can hopefully resolve situations quickly and have positive outcomes for all.