The Escalation Cycle Interventions and Strategies for Students

The Escalation Cycle High Peak Low Acceleration Agitation Calm Trigger

Time

De escalation Recovery

Functions of Behavior

Calm Phase     Access problem behavior. (Triggers, function and history) Arrange of high rate of social and academic success.

Positive reinforcement  positive expectations Social Skill Development  relaxation, self management, problem solving

Triggers       Repeated failures Frequent corrections Interpersonal conflicts Time lines Low rate of positive reinforcement Community based stressors  i.e. Poverty, home based conflict

Interventions for Triggers: Prevention and Redirection       Function of the problem behavior- what need is the student trying to get met?

Reinstate in positive terms Focus on positive choices made by student.

Remove or modify the problem- reframing Increase opportunities for success Reinforce calming strategies

Agitation  Student exhibits unfocused or disorganized behaviors   Off task Out of seat   Talking or blurting out Social withdrawal  Increased anxiety

Interventions for Agitation     Consider the function of the problem behavior Make structural or environmental modifications Provide options and choices Involve in successful engagement   Parallel activities Replacement behaviors   Quiet space Thinking/ processing time

Acceleration and Peak Phases: primary focus on safety  Student displays a high intensity of behaviors   Threatening Verbal aggression  Highly disruptive behaviors such as banging, yelling, destroying property, running  Student has sense of lack of control over immediate circumstance and outcome

Interventions for Acceleration and Peak Phase   Remove all triggers if possible   Disengage from power struggles or verbal arguments  If appropriate, follow crisis intervention procedure Provide alternative setting for de-escalation Refrain from using excessive language for communication

De-escalation  Student may appear confused but behaviors are within the student’s control.

  Social withdrawal Denial   Blaming Minimization of the problem   Shame and/or sense of humiliation Need for physical space

De-escalation Interventions  Intervention is focused on removing excess attention.

  Emphasis on starting anew Don’t force apology   Avoid blaming or focus on peak behaviors Focus on student’s ability to cope and refocus on positive change  Allow for use of calming behaviors

The Recovery Phase   Student may require space from group activity.

Student may display eagerness to engage in replacement behaviors or activities.

    Attempts to correct the problem Social withdrawal and sleep Refusal to engage verbally Need for acceptance back into classroom setting.

The Recovery Process  Debriefing facilitates transition back to the classroom without further negative consequences  Consequences should be established prior to debriefing  The goal is to increase more appropriate behavior

Strategies for Dealing with Anger for Students and Teachers    Take deep breaths Think of consequences Use self talk