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Managing Escalating Behavior

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

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Managing Escalating Behavior

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  1. ManagingEscalating Behavior

  2. The Objectives • Introductions • Escalating Behavior • Questions

  3. 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

  4. Phases of Escalation 5. Peak 6. De-escalation 4. Acceleration 3. Agitation 7. Recovery 2. Trigger 1. Calm

  5. 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

  6. 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. 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

  8. 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

  9. 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

  10. 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

  11. 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

  12. Let’s Look Again • Calm • Trigger • Agitation • Acceleration • Peak • De-escalation • Recovery

  13. 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

  14. Questions? Resources National Center on Positive Behavioral Interventions and Supports: www.pbis.org National Center on Education Disabilities and Juvenile Justice: www.edjj.org

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