Managing Escalating Behavior - PowerPoint Presentation

Slide1

Managing Escalating Behavior

Individual Tier IISlide2

Purpose

PURPOSE

Enhance understanding & ways of escalating behavior sequences

Understandin

g the Escalation Cycle

Best practice

Considerations

Your action planning how to share with staff ba

ck homeSlide3

Gain effective strategies for responding to challenging behaviors

Increase instructional time

Fewer office referrals

Fewer suspensions

What

’

s in it for me?Slide4

OUTCOMES

Identification of how to intervene

early

in an escalation.

Identification of environmental factors that can be manipulated.Identification of replacement behaviors that can be taught (& serve same function as problem).Slide5

A child who can’t behave…Slide6

Continuum of support

Primary Prevention:

School-/Classroom-

Wide Systems for

All Students,

Staff, & Settings

Secondary Prevention:

Specialized Group

Systems for Students with At-Risk Behavior

Tertiary Prevention:

Specialized

Individualized

Systems for Students with High-Risk Behavior

~80% of Students

~15%

~5%

CONTINUUM OF

SCHOOL-WIDE

INSTRUCTIONAL &

POSITIVE BEHAVIOR

SUPPORT

ALL

SOME

FEWSlide7

ASSUMPTIONS

Behavior is learned

(function)

Behavior is lawful

(function)Behavior is escalated through successive interactions (practice)Behavior can be changed through an instructional approachSlide8

Reasons Students

Commonly

Misbehave

Unsure of expectations

Unsure how to exhibit expected behaviorUnaware he/she is engaged in the misbehaviorMisbehavior is providing student with desired outcome:Gain something

Escape somethingSlide9

Teacher conversation with Jason

Teacher

Jason

Jason, please turn in your assignment.

What assignment?

I finished it.

I don’t have it with me now.

You never believe me.

F_____ you!

Pulls away, glares, & raises fist as if to strike.

The assignment you didn’t finish during class.

Great, please turn it in now.

You have a choice: turn it in or do it again.

I guess you’ve made the choice to do it again.

That’s disrespect…go to the office.

Moves closer…& puts hand on J. shoulder.

Make me.Slide10

The MODEL

What we know is that people follow a predictable pattern

.

We know from this pattern how to minimize safety risks for students and

staffWe know how to support the person going through the cycle best by knowing when and how to respond

Colvin

’

s Seven Phase Model of

Acting

-

out Behavior

1. Calm

2. Triggers

3. Agitation

4. Acceleration

5. Peak

6. De-escalation

7. Recovery

TIME

INTENSITYSlide11

The MODEL

High

LowSlide12

The MODEL

High

LowSlide13

The MODEL

High

LowSlide14

Know the student

Setting events and antecedents

Triggers

What works

Function of the behaviorNeeds being met or not metGain or avoid/escapeOther factors

Environment and academics

Our own behavior

ConsiderationsSlide15

Colvin

’

s Seven Phase Model of

Acting

-

out Behavior

1.

Calm

2. Triggers

3. Agitation

4. Acceleration

5. Peak

6. De-escalation

7. Recovery

TIME

INTENSITY

Phases of Acting-Out BehaviorSlide16

Calm – Student is Cooperative

Accepts corrective feedback

Follows directives

Sets personal goals

Ignores distractionsAccepts praiseThis is where positive and valuing relationships are buil

t

and where you teach skills needed to function successfully in challenging situations.

Slide17

Calm – Intervention is prevention

Arrange for high rates of successful academic & social engagements

Teach social skills

Problem solving

Relaxation strategySelf-management

Communicate positive expectations

Assess problem behavior

**Use positive

reinforcement

**Praise has been shown to increase on task behavior and decrease problem behavior (

Gootman

, 2001)Slide18

Teaching Procedures

Remember telling isn't teaching and being told is not the same as being taught. We have to take all our procedures and TIPP them.

T- Teach it

I- Imprint it by modeling

P- Practice it with themP- Praise it when you see it with behavior specific praiseSlide19

Trigger Phase

Colvin

’

s Seven Phase Model of

Acting

-

out Behavior

1. Calm

2. Trigger

3. Agitation

4. Acceleration

5. Peak

6. De-escalation

7. Recovery

TIME

INTENSITYSlide20

Trigger – Series of Unresolved Conflicts

Repeated failures

Frequent corrections

Interpersonal conflicts

Low rates of positive reinforcementRecognize – Refocus - Reassure

This

is where signs of early stress need to be recognized.

This

is the best time to refocus the person’s attention away from the stress.Slide21

Trigger – Prevention & Redirection

Consider

function of problem behavior

Remove

from or modify problem context Increase opportunities for success Reinforce what has been taughtSlide22

When I respond what do I say?

Stay Calm – Quiet, Breath, Count, Depersonalize, Take a second

Be empathic

Don’t judge or discount feelings

Clarify messagesAsk reflective questions, use silence and restatementsRefocus/redirect/reassureAvoid power struggleSlide23

That didn’t work:

Setting Limits

Limits are not the same as issuing an ultimatum

Limits are not threats

Limits offer choices with consequencesThe purpose of limits is to teach, not to punishStudents begin to understand their actions, positive or negative, have consequencesProvides structure for good decision making

S

etting limits is more about listening than talking

Simple/clear, reasonable, enforceable Slide24

Tips to Setting Limits

Keep

power struggles to a minimum

. Set limits by using impersonal, measurable criteria (this is where routines and procedures come in to play). It is also helpful to post schedules, da

ily independent work assignments, and lists of rules and consequences on walls and bulletin boards for students to refer to. Having things in writing helps us “Be the director not the bad guy”Request behavior that is incompatible with the undesirable behavior. Many times it will be far more effective to say "Hands at your sides!" instead of "Don't hit!“Be positive. Setting limits is healthy. It does not have to be done in a rude or hostile way. Firmness does not mean intimidation.

Give

reasonable

choices with consequences (not delivered in a threatening manner)

Allow time for the student to make a choice

Be prepared to enforce your consequencesSlide25

Agitation Phase

Colvin

’

s Seven Phase Model of

Acting

-

out Behavior

1. Calm

2. Triggers

3. Agitation

4. Acceleration

5. Peak

6. De-escalation

7. Recovery

TIME

INTENSITYSlide26

Agitation – Unfocused Behavior

Off

-task

Frequent

start/stop on tasks Out of seat Talking with others Social withdrawalSlide27

Agitation – Reduce Anxiety

Consider

function of problem behavior

Reframing/Diffusing

statementsMake structural/ environmental modifications

Provide

reasonable options &

choices

Involve

in successful engagements

Move Student Away

Now is the time to have the student leave the anxiety producing event if possibleSlide28

Ongoing

C

onfrontation

Remember:

Escalated students are not rational!The more escalated they are the calmer you have to be, the less you say Escalation is not the time to establish your authority If you need to or are able to move student away from peers or peers away from students

Allow release if you are able

Distraction is allowed

Do not go deal with consequences until the situation is over and the student is rational again

Physical response only at a last resortSlide29

Acceleration Phase

Colvin

’

s Seven Phase Model of

Acting

-

out Behavior

1. Calm

2. Triggers

3. Agitation

4. Acceleration

5. Peak

6. De-escalation

7. Recovery

TIME

INTENSITYSlide30

Acceleration –

Displays

Focused Behavior

Deliberate

High intensity Threatening Personal

Minimize

Talking –

Model

Calm

This is not a time to ask the person to make choices.

Model calming strategies.Slide31

The Paradoxical

R

esponse

When students engage in confrontation they expect what they usually get: anger, ultimatums and more

confrontation – approach in non-threatening mannerThe paradoxical response: The calmer you get the more difficult it will be for the student to escalate the situationBe aware of your body and your non-verbalsSlide32

Nonverbals

Body

Posture

Stance

Location

Facial expression

Easiest

Voice

Tone

Volume

speed

Most difficult

Eyes

Where I am looking

Easiest

Breathing

How I am breathing

Cross cultural

Nonverbals

: we need to make our nonverbal expectations meet our verbal expectations

The single most powerful nonverbal skill is the PAUSESlide33

Nonverbals

Body:

Posture

Stance

Location

Arms to side or,

Arms parallel to floor or,

One arm up and one down, and

Weight Even

The message

-

Confident

-

Believe

-

Expect

CPI supportive stance

Gestures: Palms up vs. Palms down

When giving a request: Stop moving!

When you pause hold your gestures

Voice/

Paraverbal

:

-

Tone

-Volume

-

Speed (cadence)

The more agitated the student

is

the less you say

-

Low and slow

-

Flat voice

-

Accompany brief request with a nonverbal when you can (language, processing, etc)

-NO

Sarcasm “Are you ready to work now?”

Face/Eyes

-

Make sure the message on your face matches your intent

-

Look where you gestureSlide34

Acceleration

Intervention is focused on safety

Escalations & self-control are inversely related

Escalation is likely to run its courseSlide35

Acceleration

Remove

all triggering & competing maintaining factors

Follow

crisis prevention procedures Disengage from studentSlide36

Peak Phase

Colvin’s

Seven

Phase Model of

Acting

-

out Behavior

1. Calm

2. Triggers

3. Agitation

4. Acceleration

5. Peak

6. De-escalation

7. Recovery

TIME

INTENSITYSlide37

Goal

Our goal when working with children is to

preserve human dignity no matter what the behavior.Slide38

Peak

Phase

Student is out of control & displays most severe problem behavior

Physical aggression Property destruction Self-injury

Escape

/social withdrawal

HyperventilationSlide39

Peak Phase

Intervention is focused on safety

Focus is on crisis intervention

This is not a time to talk, direct, or problem solve

. The main concern is safety.

Follow

the school or student crisis plan.Slide40

Activity – 3 minutes

Think of a situation where a student

’s behavior has escalated to the Peak phase. What factors contributed to the student’s behavior escalating?Discuss Trigger, Agitation, and Acceleration strategies that could have been helpful in de-escalating the student.Slide41

De-escalation Phase

Colvin

’

s Seven Phase Model of

Acting

-

out Behavior

1. Calm

2. Triggers

3. Agitation

4. Acceleration

5. Peak

6. De-escalation

7. Recovery

TIME

INTENSITYSlide42

Intervention is focused on removing excess attention, helping the student regain composure and focus on cooperation

De-escalation PhaseSlide43

De-escalation

Phase

Student displays confusion

- decreases in severe behavior Social withdrawal Denial Blaming

others

Minimization

of problemSlide44

De-escalation

Intervention is focused on removing excess attention

Isolate from distractions

Allow cool down time

Avoid nagging Avoid blaming Don’t force apology

Consider

function

Emphasize

starting anewSlide45

De-escalation Phase

Engage the student in a successful task

Identify the level of cooperation of the studentMastery of taskRequire response and engage studentSet a reasonable standard for completionSlide46

De-escalation Phase

Teacher documents student

’s behavior and prepares for debriefing at the Recovery StageTeacher and or Administrator determine consequence – administer

later

Adults do not engage with the student at this timeSlide47

Colvin

’

s Seven Phase Model of

Acting

-

out Behavior

1. Calm

2. Triggers

3. Agitation

4. Acceleration

5. Peak

6. De-escalation

7. Recovery

TIME

INTENSITY

Recovery PhaseSlide48

Recovery Phase

Intervention is focused on transitioning the student back to the academic setting and problem solving utilizing the debriefing processSlide49

Recovery Phase

Debriefing/processing procedure

ProactiveNon-judgmentalAdminister consequences

Develop plan with student

Allow staff involved to debriefSlide50

Approaches to Calming by Function

Obtain Attention

Avoidance

Obtain materials/activities

•

Sit

with student

•

Allow

venting and be an active listener

•

Go

through calming strategies with the student

•

Have student take your hands, look you in the eye, breath in, count to 5, and breath out • You actively approach student at regular intervals to check in

• Walk and talk • Sensory with attention

• Little

to no talking, no touching, more visual than verbal •

Provide a visual of calming strategies •

Have a calming bag that has independent calming tasks • Provide student the power to let you know when he or she is ready • Sensory without attention

• Have student part of developing the plan

•

Provide

choices in calming

-

Where to sit

-

What to do

Slide51

Calming

ToolsSlide52

Calming Strategies

Breathing

Breath in to count of 5, hold for count of 5, exhale for count of 5

Smell the soup

Yoga BreathingPut tongue behind your two front teethClose your mouth an breathe in through your nose to the count of four slowlyBreathe out for the count of four

Repeat 10 times

Five

point scale

Counting

Visualization

Calming

toolsSlide53

Recovery

Follow

through with consequences

Positively

reinforce any appropriate behavior Intervention is focused on re-establishing routine activities Reparation, Recovery, RenewSlide54

Recovery - Debrief

Purpose

of debrief is to facilitate transition back to program…not a further negative

consequence

Debrief follows consequences for problem behavior Goal is to increase more appropriate behaviorSlide55

Recovery

Processing & Problem Solving

Why do we process?

Teaches students to

Accurately identify the problemAllows students to practice problem solving skillsProvides an opportunity to practice and re-teach behavioral skillsAllows us to make a plan and get students back into class where they belongSlide56

Problem Solving Conferences:

Why

?

Teach, model, and practice problem solving skills

Looks for the underlying cause of the problemPosition the teacher and student as collaborators:Instead of a one-way process, it is a 2-way conversation that involves asking the child what to doAvoid one-size fits allThis is NOT A PUNISHMENTSlide57

Teacher Language During Conferencing

Don’t assume you know what happened

Most kids need support through this process

Non-judgmental

Use a matter-of-fact toneKeep teacher talk to a minimumUse words and phrases that empower the child to reflect: Do more asking than tellingUse positive language that helps the child see a new way – help child reflect on what we WANT to seeSlide58

Recall a situation when a student appeared to be in the Recovery Phase, returned to the setting and the behavior escalated again.

Knowing the importance of the De-escalation and Recovery phases, how could the situation have been handled differently?

What key strategies/components do staff need to utilize in order for the De-escalation and Recovery phases to be successful?

Develop a debriefing process to meet the needs of the students and staff in your building.

Application Activity Slide59

Problem

Solving

Conference

1. Define the problem

What the student noticed, what the teacher noticedWhat were you doing? What did it look like?2. Evaluate the consequences of the students choice:How did it affect the classroom? How did it affect you?3. Define and re-teach the social or behavioral expectations related to the context or situation

Define, Model, practice (role-play)

“What is the expectation when….”, “How can we appropriately…”

Show me what that would look like…

4. Help

student

set a goal or make a plan

Brainstorm some alternate solutions to the problem

“Next time ____ happens I will….”

5. Implement the plan

Contract, re-entry to classroom, discussion with teacher

6. Check back or have the teacher check backSlide60

Consequences vs. Punishment

Logical Consequences:

“

T

he three Rs”Related to the misbehaviorRespectful of the childReasonable for the child to do as well an in proportion to the misbehavior

Punishment

Punishment may make behavior worse

Punishment only addresses the symptoms of the problem, not the reason behind it

Punishment is often about the adult not the student

There is a place for punishment, but it has to be part of an overall plan and should be logicalSlide61

Considerations for selecting

responses to problem behavior

Will the response

decrease

the problem behavior?Will the response teach appropriate behavior?Will the response have unwanted side effects?

Can the response be applied

across settings

?

Is the response

age-appropriate

and

respectful

?

Does the response offer a good

contextual fit

?

It the response matched to the

cognitive understanding

of the student?Slide62

Consequences to

problem

behavior:

Strategies

Instructional procedureTeach alternative behaviorExtinctionDiscontinues reinforcement for inappropriate behavior

Differential reinforcement

Provides reinforcement for appropriate behavior

Negative punishment

Removes preferred items or activities

Positive punishment

Provides something unpleasantSlide63

THREE KEY STRATEGIES

Intervene

early

Identify

environmental factors that can be manipulatedIdentify replacement behaviors that can be taught (& serve same function as problem).Slide64

Teaching Compliance

Students

must

Be

fluent at expected behavior.Be taught conditions under which the expected behavior is required.

Have multiple opportunities for high rates of successful

academic & social engagement

.

Receive or experience

frequent & positive acknowledgments

when expected behavior is exhibited.Slide65

Prevention means

Teachers must…

Have

student’s attention

, before presenting the directive or making a request.Give clear, specific, positively stated directives.Provide frequent & positive acknowledgments when expected behavior is exhibited.

Have

established & taught consequence

procedures for repeated noncompliance.Slide66

Website that may be helpful

…

PBIS World Website

www.pbisworld.comSlide67

Escalating Behavior

Action Planning

Review features & steps of “Escalating Behavior” model

Discuss extent to which escalating behavior is

(or could be) issue in your schoolIdentify how you will teach staff back home about addressing escalating behaviorsWrite down

3 “big ideas” from your team discussion to s

hare in the

“give one get one”

networking activity.