Verbal De-escalation

1. Verbal De-escalation Behavior Management System Presenter: Robin Kramer

2. Philosophy • Reduce tension in various environments • All verbal & physical interventions operate from these assumptions… • There is no dignity in allowing a child to hurt himself or someone else • The child needs to be protected from consequences of their behavior • We need to be protected from the consequences of their behavior • In order to act in the best interest of the child, we need to be in control of ourselves

3. Use of Force Policy • To prevent harm to self, harm to others, & harm to property

4. Restraint • Prevention of harm to self, harm to others, or damage to property • What does restraint look like? • Hand or wrist holding • Arm around a shoulder • Peer buddy assistance • We must change our usage & view of restraint

5. Verbal De-escalation • Tension/Tension Reduction • Define – Tension , Tension Reduction • Causes of Tension • Internal( not observable) or External (observable)

6. What does a Kid under Tension look like? • Motor Pacing Hand wringing Tapping * Some kids may be opposite of these…look for ABNORMAL motor patterns • Speech Faster Animated Pitch * Some kids may be opposite of these…look for ABNORMAL speech patterns

7. What do WE Look Like? • Solid Object • Attributes of a rock • Calm in voice & body • Firm yet assertive • Supportive/Focused • Cool…not talking down • Pick the battles • Positive, never negative • Trigger • Attributes of a ball of yarn • Opposite of solid object

8. Triggers are not all emotions or Attitudes….. • Perfumes/scents • Colors • Hair styles • Time of day • Volume of voice • Pitch of voice • Daily schedule • Your interaction with OTHER adults in the room…..tension between you & someone else • Body Language

9. What do I do if I am a Trigger? • If “trigger” can be fixed , make adjustments • How? • If it is a personality conflict, then remove yourself from interacting with the student especially if they are demonstrating escalating behaviors. • How? • Why? • There is no dignity in allowing a child to hurt himself or someone else • The child needs to be protected from consequences of their behavior • We need to be protected from the consequences of their behavior • In order to act in the best interest of the child, we need to be in control of ourselves…….. • It is not about you

10. Neutral Positionyour body language

11. External Controls for the Solid Object • Supportive Intervention • Limit Setting • PRT • We will discuss each of these independently • See chart

12. STAGE One: Early cycleStudent Behaviors • Autonomic Responses • Increased heart rate • Increased respiration • Sweaty palms • Speech • Pace • Volume • Motor • Pacing • Crying • Nervousness • Age inappropriate behaviors

13. Stage One: Early Cycle intervention Supportive Intervention • LISTEN • ACCEPT • FOCUS • ENCOURAGE • OFFER • CONTRACT Flexibility is the Key!!! It centers on building a RELATIONSHIP.

14. Other Notes…. • Time out should only be used AFTER the student has de-escalated (Contract period) • Time out/removal from the classroom/standing in the square/etc should only last as long as the student is old ( 5 years= 5 minutes) • Rifton Chairs, helper belts etc are only to be used during instructional time and IF the parent has knowledge of it .

15. Stage two: mid cyclestudent behaviors • Increased Autonomic Responses • Increased Speech Patterns • Increased Motor Patterns • Indirectly Threatening Behaviors • Verbal and/or Nonverbal indications of assaultive, homicidal, and/or suicidal ideas

16. Stage two: MID Cycle intervention Limit Setting *CLEAR *CONSISTENT *ENFORCEABLE Shame Oriented Punitive Interventions, Retaliation and Public Humiliation DO NOT constitute Limit Setting.

17. Stage three: high cyclestudent behavior • Tension has increased beyond safe and acceptable limits • External controls are no longer assisting • Observable behaviors are noted

18. Stage three: high cycle Physical Restraint Technique • Approved and appropriate methods of external control • Only to be used when other means of re-direction & de-escalation have failed or escalation was extremely rapid • Only to be used by those individuals who have completed the full course. What if I am not trained to use it? What do I do? • Ensure the safety of the other students in the classroom • Be an eyewitness • Seek assistance if needed • Examples

19. Self Evaluation Exercise • What assets do YOU personally bring to a crisis? • What liabilities do YOU personally bring to a crisis? • Why is it important to ask yourself these questions?

20. Support……………………………..…………………...Support……………………………..…………………... Limit Setting……………………….….. PRT Scenarios

21. Support, Limit Setting, PRT You approach a student who is showing signs agitation (pacing). He is avoiding eye contact, and in the past he has destroyed property. What do you do? SUPPORT A student enters the classroom and kicks at a chair before sitting in it. In the past she has required quiet time in her room. What do you do? SUPPORT The student refuses to talk to you about what is wrong. It has been two hours since this behavior started and they are punching their hands & glaring. What do you do? LIMIT SETTING

22. A student who is showing signs agitation (pacing). He is avoiding eye contact, suddenly begins to scream and utter foul language. What do you do? LIMIT SETTING A student gets off the bus, throws her back pack at you with the obvious intention of hitting you…but she misses. What do you do? PRT A pacing student suddenly grabs a pair of scissors and runs toward another person. What do you do? PRT A depressed student suggests that there are plenty of sharp objects in the room. There are none near her. What do you do? LIMIT SETTING

23. A student is refusing to participate in the class activity. He asks you to leave him alone. What do you do? SUPPORT A student starts screaming obscenity in your face…talks about your son or daughter….by name….threatens to beat them up when they come. What do you do? PRT