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Geoffrey Colvin, Ph. D. Geoffrey Colvin, Ph. D.

Geoffrey Colvin, Ph. D. - PowerPoint Presentation

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Geoffrey Colvin, Ph. D. - PPT Presentation

University of Oregon Managing ActingOut Behavior TM A review of the staff development program to prevent and manage actingout behavior Training School Psychologists to be Experts in Evidence Based Practices for Tertiary Students with Serious Emotional DisturbanceBehavior Disorders ID: 141174

student behavior 1992 associates behavior student associates 1992 strategies procedures staff acting phase phases program time peak problem managing

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Slide1

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

84.325KH325K080308Slide2

Managing Acting-Out Behavior TMPresented by Geoffrey Colvin, Ph.D, University of OregonProgram Includes:Video ProgramTape One: Model for Describing Acting-Out Behavior (36 Min.)Tape Two: Strategies for Managing Acting-Out Behavior (47 Min.)WorkbookTo accompany the taped presentation by Dr. ColvinPublisher: Behavior Associates (1992)Cost: ≈ $100A Staff Development Program to Prevent and Manage Acting-Out BehaviorSlide3

Managing Acting-Out Behavior TMThe 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 AssociatesSlide4

Philosophy*Intentions of the programIndicators of agitationPresence of an escalating behavior chainPresence of successive interactionThe back-and-forth interactions that are often threats or confrontational. “War games.”Research and Data DrivenThe 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 AssociatesSlide5

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. Phases of escalated behavior

Time

Intensity

1. Calm

2. Trigger

3. Agitation

5. Peak

6. De-escalation

7. Recovery

*(1992) Behavior Associates

4. AccelerationSlide6

Phase One – Calm*On TaskFollows rules and expectationsResponsive to praiseInitiates behaviorGoal orientedSocially appropriateOverall Behavior - Cooperative*(1992) Behavior AssociatesSlide7

Phase Two – Trigger*ConflictsDenial of something they needSomething negative is inflicted on themChanges in routineProvocationsPressureInterruptionsIneffective problem solvingErrorsCorrections

Overall Behavior – Series of unresolved problems

*(1992) Behavior AssociatesSlide8

Phase Three – Agitation*Increase or Decrease in BehaviorIncrease:Eyes dartLanguage non-conversationalBusy handsIn and out of groupsOff task/On taskDecrease:Stares into spaceLanguage subduedHands containedWithdraws from groupOff task “Frozen”

Overall Behavior - Unfocused

*(1992) Behavior AssociatesSlide9

Phase Four – Acceleration*Questioning and arguingNon-compliance and defianceOff taskProvoking studentsCompliance with accompanying inappropriate behaviorsCriterion problemsThreats and intimidationVerbal abuseOverall Behavior – Student displays engaging behaviors

*(1992) Behavior AssociatesSlide10

Phase Five – Peak*Physical abuseAssaultSelf abuseSevere tantrumsHyperventilationScreamingRunningViolenceOverall Behavior – Student is out of control*(1992) Behavior AssociatesSlide11

Phase Six – De-Escalation*Overall Behavior – Student displays confusionConfusionReconciliationWithdrawalDenialBlaming othersSleepingResponsive to directionsResponsive to manipulative or mechanical tasksAvoidance of discussion (unless there is occasion to blame others )

*(1992) Behavior AssociatesSlide12

Phase Seven – Recovery*Eagerness for independent work or activitySubdued in group workSubdued in class discussionDefensiveAvoidance of de-briefingOverall Behavior – Eagerness for busy work and reluctance to discuss*(1992) Behavior AssociatesSlide13

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 AssociatesSlide14

Calm*StructurePreparationDelivery of instructionClassroom organizationExpectationsManagement systemQuality Instruction“Teach them to learn and they will pay attention”Provide AttentionContingent attentionNon-contingent attention

Strategies

*(1992) Behavior AssociatesSlide15

Triggers*Formal strategies for problem solvingCurricula1:1 Services for district resourcesServices purchased from communityPre-Correction planContext – Predictable problem behaviorExpected or alternative behaviorContext adjustments or accommodationsBehavior reinforcementPromptsMonitoring 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 AssociatesSlide16

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 ProximityIndependent ActivitiesMovement ActivitiesInvolve the student in the planStrategies

*(1992) Behavior AssociatesSlide17

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 RemediesSlide18

Acceleration*Avoid escalating promptsAgitated 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, detachmentUtilize crisis prevention strategies that were approved beforehand.Delivery of expected behaviors, time for response, then follow-up.Follow-upDe-briefStrategies*(1992) Behavior AssociatesSlide19

Peak*Short term interventionsThe 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 studentsParent contactPolice callShort-term suspensionRestraintMore 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 AssociatesSlide20

Peak Continued…PrecautionsThe 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.

StrategiesSlide21

De-Escalation*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.StrategiesRecovery*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 AssociatesSlide22

Limitations of the ProgramNo 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.