Training School Psychologists to be Experts in Evidence Based Practices for Tertiary Students with Serious Emotional Dis

1. Geoffrey Colvin, Ph. D.University of OregonManaging Acting-Out Behavior TM:A review of the staff development program to prevent and manage acting-out behavior Training School Psychologists to be Experts in Evidence Based Practices for Tertiary Students with Serious Emotional Disturbance/Behavior Disorders By Sarah H. Francis 02.03.2010 University of Utah - Department of Educational Psychology US Office of Education 84.325KH325K080308

2. Managing Acting-Out Behavior TM Presented by Geoffrey Colvin, Ph.D, University of Oregon Program Includes: Video Program Tape One: Model for Describing Acting-Out Behavior (36 Min.) Tape Two: Strategies for Managing Acting-Out Behavior (47 Min.) Workbook To accompany the taped presentation by Dr. Colvin Publisher: Behavior Associates (1992) Cost: ≈ $100 A Staff Development Program to Prevent and Manage Acting-Out Behavior

3. Managing Acting-Out Behavior TM The procedures need to be implemented by all staff who work with the target student or students. The program offers basic guidelines. Individual staff are expected to develop a specific written plan for their target student(s). Staff should review the tapes several times to understand the whole program and to avoid implementing bits and pieces of the program to secure short term benefits. Regular review meetings should be conducted to assess progress and to determine appropriate adjustments. Preface* *(1992) Behavior Associates

4. Philosophy* • Intentions of the program • Indicators of agitation • Presence of an escalating behavior chain • Presence of successive interaction • The back-and-forth interactions that are often threats or confrontational. “War games.” • Research and Data Driven • The descriptions used to illustrate the seven phases of behavior are “generalizations or summaries of behavior observed from a large number of students of many years,” – G. Colvin, Ph.D. *(1992) Behavior Associates

5. PART I: Describing Acting-Out Behavior* • There are seven phases of acting-out behavior. We need to be able to observe student behavior so as to identify which phase the student may be in. 5. Peak 6. De-escalation Intensity 4. Acceleration 3. Agitation 7. Recovery 2. Trigger 1. Calm Time Phases of escalated behavior *(1992) Behavior Associates

6. Phase One – Calm* On Task Follows rules and expectations Responsive to praise Initiates behavior Goal oriented Socially appropriate Overall Behavior - Cooperative *(1992) Behavior Associates

7. Phase Two – Trigger* Conflicts Denial of something they need Something negative is inflicted on them Changes in routine Provocations Pressure Interruptions Ineffective problem solving Errors Corrections Overall Behavior – Series of unresolved problems *(1992) Behavior Associates

8. Phase Three – Agitation* Increase or Decrease in Behavior Increase: Eyes dart Language non-conversational Busy hands In and out of groups Off task/On task Decrease: Stares into space Language subdued Hands contained Withdraws from group Off task “Frozen” Overall Behavior - Unfocused *(1992) Behavior Associates

9. Phase Four – Acceleration* Questioning and arguing Non-compliance and defiance Off task Provoking students Compliance with accompanying inappropriate behaviors Criterion problems Threats and intimidation Verbal abuse Overall Behavior – Student displays engaging behaviors *(1992) Behavior Associates

10. Phase Five – Peak* Physical abuse Assault Self abuse Severe tantrums Hyperventilation Screaming Running Violence Overall Behavior – Student is out of control *(1992) Behavior Associates

11. Phase Six – De-Escalation* Overall Behavior – Student displays confusion Confusion Reconciliation Withdrawal Denial Blaming others Sleeping Responsive to directions Responsive to manipulative or mechanical tasks Avoidance of discussion (unless there is occasion to blame others ) *(1992) Behavior Associates

12. Phase Seven – Recovery* Eagerness for independent work or activity Subdued in group work Subdued in class discussion Defensive Avoidance of de-briefing Overall Behavior – Eagerness for busy work and reluctance to discuss *(1992) Behavior Associates

13. PART-II:Strategies for Managing Acting-Out Behavior* • Managing early phases of acting-out behavior appropriately will prevent serious behaviors from occurring. • The real teaching and management occurs in phases one through four (calm, trigger, agitation and acceleration). • In the remaining phases (peak, de-escalation and recovery) the emphasis is on safety, re-entry and follow-up. *(1992) Behavior Associates

14. Calm* Structure Preparation Delivery of instruction Classroom organization Expectations Management system Quality Instruction “Teach them to learn and they will pay attention” Provide Attention Contingent attention Non-contingent attention Strategies *(1992) Behavior Associates

15. Triggers* Formal strategies for problem solving Curricula 1:1 Services for district resources Services purchased from community Pre-Correction plan Context – Predictable problem behavior Expected or alternative behavior Context adjustments or accommodations Behavior reinforcement Prompts Monitoring plan Individual Problem Solving Plan Clearly identify the source of the problem Identify possible solutions or operation Assist student in evaluating options and selecting one option Discuss results and implication of the choice Develop implementation plan, specify tasks and who is responsible for each task Develop criteria for success and specify review date Strategies *(1992) Behavior Associates

16. Agitation* Basic Approach – Make accommodations to enable student to settle down. Timing – Make accommodations before onset of serious behavior otherwise you make reinforce a chain of avoidance or escalation. Space – Provide the student with an opportunity to have some isolation. Time – Give the student some options with deadlines. Adjust schedule. Preferred Activities – Allow engagement of preferred activity for a short time. Teacher Proximity Independent Activities Movement Activities Involve the student in the plan Strategies *(1992) Behavior Associates

17. Agitation Continued… Problem: Other students may question why this student should be getting the breaks or privileges when they are working hard. “Its not fair.” Remedy: incorporate these procedures as exceptions to the general expectations that are presented to the class. The usual class expectations are presented and then these procedures are presented as exceptions. The class is expected to mind their own business and keep working. Problem: The individual student may use the procedures to avoid work, “I don’t want to do math today, I feel agitated.” Remedy: The procedures can be presented in two phases. In the first phase the student does not have to make up time, however, in the second phases there will be a cost on the accommodations such as the student will have to make up time. Possible Problems and Remedies

18. Acceleration* Avoid escalating prompts Agitated behavior from staff (e.g., shouting); cornering the student; power games or getting in the student’s face; nagging; making statements that discredit the student in front of peers; or becoming engaged in arguing. Maintain calmness, respect, detachment Utilize crisis prevention strategies that were approved beforehand. Delivery of expected behaviors, time for response, then follow-up. Follow-up De-brief Strategies *(1992) Behavior Associates

19. Peak* Short term interventions The very first step should be to address SAFETY (safety for other students, the involved student and staff). The safety procedures need to be approved and staff need to be very familiar with details of implementation. The most common strategies are: Isolation and removal of other students Parent contact Police call Short-term suspension Restraint More information needed Long term interventions Repeated instances of out of control behavior should serve as a “red flag” that we need to do things differently. Plan intervention to target earlier in the chain; analyze environment; refer to counseling/evaluation; examine school policy and procedures; etc. Strategies *(1992) Behavior Associates

20. Peak Continued… Precautions The procedures used to address peak or out of control behavior are typically INTRUSIVE (especially if force has to be used). It is critical that a district/school develop clear procedures for managing behavior at this point. The following guidelines are recommended: Strict criteria should be established for when these procedures are to be used… All staff who are likely to use the procedures should be trained fully to protect all parties. Staff should receive regular review and practice opportunities. Two staff members should be involved at the same time. Staff needs to be designated to monitor the student carefully and to introduce and independent activity as early as possible. Careful records need to be kept. Parent permission should be obtained. The procedures should be part of school policy and should be in the IEP for special education students who exhibit out of control behavior. Strategies

21. De-Escalation* Recovery* Strategies Isolate the student. Allow some time to cool down. Engage in independent work for twenty minutes requiring a product. Complete exit paperwork. Restore environment. Resume regular schedule. Strategies • Provide strong focus on normal routines. • Do not negotiate on consequences for the serious behavior. • Strongly acknowledge appropriate handling of situations similar to previous situation where student exhibited serious behavior. • De-brief. • Communicate expectation that the student can succeed with help. • Establish a plan with specific steps. *(1992) Behavior Associates

22. Limitations of the Program • No guidelines for how to test progress. • Vague instructions and definitions for items that involve legal liability. • No standard method of restraint discussed during Peak phase. • Publisher and author are one and the same. “Dr. Colvin’s Library” • Lack of data and research – a commercially driven program. • No information on seclusion. • No research regarding the validity or efficacy of the program.