Individual Tier II Purpose PURPOSE Enhance understanding amp ways of escalating behavior sequences Understandin g the Escalation Cycle Best practice Considerations Your action planning how to share with staff ba ID: 626241
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Managing Escalating BehaviorIndividual Tier IISlide2
PurposePURPOSEEnhance 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
OUTCOMESIdentification 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).Slide4
ASSUMPTIONSBehavior is learned (function)
Behavior is lawful
(
function)
Behavior is escalated through successive interactions
(practice)
Behavior can be changed through an instructional approachSlide5
Reasons Students Commonly MisbehaveUnsure of expectations
Unsure how to exhibit expected behavior
Unaware he/she is engaged in the misbehavior
Misbehavior is providing student with desired outcome:
Gain something
Escape somethingSlide6
Teacher conversation with JasonTeacher
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.Slide7
The MODELWhat we know is that people follow a predictable pattern
.
We know from this pattern how to minimize safety risks for students and
staff
We 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. Triggers3. Agitation4. Acceleration5. Peak6. De-escalation7. RecoveryTIME
INTENSITYSlide8
The MODEL
High
LowSlide9
The MODEL
High
Low
CALM
✱✱✱✱Slide10
Calm – Student is CooperativeAccepts corrective feedback
Follows directives
Sets personal goals
Ignores distractions
Accepts praise
This is where positive and valuing relationships are buil
t
and where you teach skills needed to function successfully in challenging situations.
Slide11
Calming StrategiesBreathing
Breath in to count of 5, hold for count of 5, exhale for count of 5
Smell the soup
Yoga Breathing
Put tongue behind your two front teeth
Close your mouth an breathe in through your nose to the count of four slowly
Breathe out for the count of four
Repeat 10 times
Deep Belly Breathing
Five point scale
Counting
Visualization
Calming toolsSlide12
Calming ToolsSlide13
The MODEL
High
Low
TRIGGER
✱✱Slide14
Trigger – Series of Unresolved ConflictsRepeated failures
Frequent corrections
Interpersonal conflicts
Low rates of positive reinforcement
Recognize – 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
and encourage use of self -regulation skills.Slide15
The MODEL
High
Low
AGITATION
✱Slide16
Agitation – Unfocused BehaviorOff-task
Frequent start/stop on tasks
Out of seat
Talking with others
Social withdrawalSlide17
Agitation – Reduce AnxietyConsider function of problem behavior
Make 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 possible and help s
tudent use self-regulation skills.Slide18
The MODEL
High
Low
ACCELERATIONSlide19
Acceleration – Displays Focused BehaviorDeliberate
High intensity
Threatening
Personal
Minimize Talking-Model Calm
This is not a time to ask the person to make choices. Model calming strategies.Slide20
The Paradoxical Response
When students engage in confrontation they expect what they usually get: anger, ultimatums and more confrontation
The paradoxical response: The calmer you get the more difficult it will be for the student to escalate the situation
Be aware of your body and your nonverbalsSlide21
Acceleration Intervention is focused on safety
Remember:
Escalations & self-control are inversely related
Escalation is likely to run its courseSlide22
The MODEL
High
Low
PEAKSlide23
PeakStudent is out of control & displays most severe problem behavior
Physical aggression
Property destruction
Self-injury
Escape/social withdrawal
HyperventilationSlide24
PeakIntervention 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.Slide25
The MODEL
High
Low
DECELERATIONSlide26
De-escalation Student displays confusion but with decreases in severe behavior
Social withdrawal
Denial
Blaming others
Minimization of problem
Focus is on calming
At this point the person should be encouraged to
use self-regulation skills
rather than make any decisions. Do not try to process here.Slide27
De-escalation Intervention is focused on removing excess attention
Avoid nagging
Avoid blaming
Don’t force apology
Consider function
Emphasize starting anewSlide28
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
Slide29
The MODEL
High
Low
RECOVERY
✱Slide30
Recovery Engages in Non-engagement Activities
Attempts to correct problem
Unwillingness to participate in group activities
Social withdrawal & sleepSlide31
RecoveryFollow through with consequences with empathy
Positively reinforce any appropriate behavior
Intervention is focused on re-establishing routine activitiesSlide32
Recovery - DebriefPurpose 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 behaviorSlide33
RecoveryProcessing & Problem Solving
Why do we process?
Teaches students to
Accurately identify the problem
Allows students to practice problem solving skills
Provides an opportunity to practice and re-teach
self-regulation
skills
Allows us to make a plan and get students back into class where they belongSlide34
The MODEL
High
Low
Calm
Peak
De-escalation
Recovery
Acceleration
Agitation
TriggerSlide35
KEY STRATEGIESIntervene early
Identify
environmental
factors that can be manipulated
Identify
adult behaviors
that can be more helpful
Identify
replacement behaviors
that can be taught (& serve same function as problem).Slide36
Escalating BehaviorAction Planning
Discuss
features & steps of “Escalating Behavior” model
Discuss extent to which escalating behavior is or could be issue in your school
Identify how you
will
teach staff back home about addressing escalating behavior