ABSTRACT
When Luke started nursery school in the autumn term aged 3 years 4 months, it would have been all too easy to focus upon the more negative aspects of his behaviour. He rushed into the room and from one area to another without any apparent awareness of the trail of destruction he was leaving behind him. His activity had a frantic quality. He frequently snatched things from other children, knocked things over or emptied boxes. He loved water, but created abundant floods. He would roll around on the floor and underneath tables, and any attempt to include him in group situations were disastrous. He made little attempts to monitor his own bodily needs – apart from pointing to his trousers to indicate when they were wet. Noises, grunts and gestures accompanied this frenzy of activity.
