The 4 R’s De-escalating Behavior

Presented by: Patty Schwartz Educational Consultant

Here’s the Challenge

 All students have behaviors that can be disruptive  Some are more challenging than others  It is your responsibility as a teacher to shape and TEACH the child how to get their needs met in a more appropriate manner  Try not to take it personally see it rather as a teaching challenge.  It can be fun and rewarding! (HONEST)

Step One: Recognition

 The behaviors you want to see are the behaviors you should focus on and draw attention to  Recognizing and responding positively to those students who are on target is

the most

powerful tool you have    “

Catch ‘em being good!”

Step One: Recognition

     Recognize the first signs of behavior escalation early intervention-not react-recognize and change your behavior Each student will exhibit different signals behaviors that are not typical for that student “Reading” the signals requires close attention to the antecedents and consequences Look for the “real” message (function) or purpose - from the child’s perspective Understand “why” the child uses the behavior

Clear Instructions

     Make sure directions are clear Give them time to respond Give them feedback Provide prompts with repeated direction to help them get it right. Reinforce

Be a Detective

   Data collection (A B C Data) Data should only consist of what you see – not what you think What time of day?    Who was there?

Where did happen?

What was happening? (Activity/lesson)

Step Two: Response

     Ignore the behavior NOT the child Respond to the “real” message-what is the child trying to communicate-or what is their underlying need Check your body posture-tone of voice and other non verbal information that you may be communicating to the student Provide clear and concise information Use “first this - then______” to redirect

Response con’t

     When in doubt ignore instead of reacting behavior may often be attention seeking When inappropriate behaviors occur tell the student what he should be doing “Put your paper in your folder.” Try not to focus on the inappropriate behavior “Don’t….” Minimize your attention for undesirable behaviors-watch your affect Don’t give another direction until the student has complied.

Response con’t

 Try not to attend to the misbehavior direct the child to the activity you want them to do – make sure they do it - and then REINFORCE them for doing it  IF a consequence is necessary make it as brief and non reinforcing as possible  Use the teachable moment !

    

Step 3: Replacement Skills

Early intervention is the key Decide on the skill that will best replace the undesirable behavior TEACH the replacement behavior/skill Practice the replacement behavior/skill in many environments-with different people and across activities Reinforce any use or attempt to use the new skill or behavior

Step Four: Reinforcement

      The most useful tool you have is reinforcement To be effective reinforcement must be delivered

Immediately – Consistently - With enthusiasm

Payoff versus cost payoff must outweigh the cost in order to impact behaviors Make sure what you use as a reinforcer is actually motivating to the student Not your idea of “great” but their idea of “GREAT”

Reinforcement con’t

 It is okay to use tangibles it helps to motivate the child and teaches the new skill-plan to fade to more natural reinforcement quickly  Use a variety of reinforcement- usually verbal praise is not enough  You may never be able to totally fade the use of reinforcement-we all need “a pat on the back!” 

REINFORCEMENT OF THE BEHAVIOR YOU WANT INCREASES THE LIKLIHOOD THAT THAT BEHAVIOR WILL CONTINUE

Sequence to follow…

A Antecedent B Behavior C Consequence

DETERMINE THE WEATHER “I’ve come to the frightening conclusion that I am the decisive element in the classroom. My personal approach creates the climate. My daily mood makes the weather. As a teacher, I possess a tremendous power to make a child’s life miserable or joyous. I can be a tool of torture or an instrument of inspiration. I can humiliate, humor, hurt or heal. In all situations, it is my response that decides whether a crisis will be escalated or de-escalated, a child humanized or dehumanized.”

by Haim Ginott