Transcript No Slide Title

Managing
Escalating Behavior
The Objectives
Introductions
Escalating Behavior
Questions
Anatomy of Escalating Behavior Cycles
 student and teacher behavior escalate in intensity
 student behaviors are followed by a consequence that
becomes the antecedent for the next student behavior
 as consequences become more severe, student
behaviors become more intense
 BREAK THE CYCLE
Phases of Escalation
5. Peak
4. Acceleration
6. De-escalation
3. Agitation
2. Trigger
1. Calm
7. Recovery
7 Phases
Calm
Indicators
Able to follow
directions
Able to stay on task
Able to receive
correction
Able to set goals and
develop plans
Procedures
Arrange for high rates
of academic and social
success
Use positive
reinforcement
Teach critical skills
Communicate high
expectations
Teach problem solving
7 Phases
Trigger
Indicators
Conflicts with other
persons
Continued
provocations
Pressure
Facing consequences
Continued errors
Procedures
Remove from problem
context
Increase opportunities
for success and
reinforcement
Prompt what has been
taught
7 Phases
Agitation
Indicators
Increased hand and
eye movements
Speech is intended to
cut conversations
short
Decrease in on-task
behavior
Easily distracted from
work
Procedures
Make structural or
environmental
modifications
Provide reasonable
options and
contingencies
Involve in successful
activities
7 Phases
Acceleration
Indicators
Questioning, arguing
provoking
Verbal abuse
Intimidation
Defiance, escape
Procedures
 Remove all distracting /
competing environmental
factors
 Follow crisis management
procedures
 Establish and follow through
with bottom line
 Detach from student
 Escalation and self-control are
negatively related
 Escalation is likely to run its
course
7 Phases
Peak
Indicators
Physical abuse or
aggression
Physical abuse
towards self
Physical abuse
towards objects
Severe tantrums,
hyperventilation
Procedures
Focus on safety /
minimize the peak
Continue Acceleration
phase procedures
Room clear
Restraint
7 Phases
De-escalation
Indicators
Confusion (starting,
stopping, moving)
Attempts to reconcile
Withdrawal
Denial
Blame projection
Responsive to
concrete directions
Procedures
Focus on removing
excess confrontation
Don’t consequence
Avoid confrontation
Don’t force return
Emphasize starting
over
7 Phases
Recovery
Indicators
Willingness to resume work
(w/o interaction)
Subdued behavior in group
work or with teacher
Denial and defensive
regarding the out of control
behavior
Reluctance to enter into
discussions about the out
of control behavior
Procedures
Follow through with
consequences for problem
behavior
Reinforce displays of
appropriate behavior
Debrief
Facilitate transition
Debrief after
consequencing
Goal to increase more
appropriate behavior
Let’s Look Again
Calm
Trigger
Agitation
Acceleration
Peak
De-escalation
Recovery
Big Ideas
Teach appropriate behavior during the
Calm; escalation time is not teaching time
Watch for Agitation and intervene
Minimize the Peak and focus on safety
Avoid confrontation in De-escalation
Debrief and follow-through during Recovery
Questions?
Resources
National Center on Positive Behavioral Interventions and Supports:
www.pbis.org
National Center on Education Disabilities and Juvenile Justice:
www.edjj.org