Old Firehouse Teen Center httpwwwcitydatacomforumnorthernvirginia1178545mcleanphototourhtml Signs of Escalating Behavior Arguing NonCompliance ID: 276356
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Slide1
Escalating Behavior
Old Firehouse Teen Center
http://www.city-data.com/forum/northern-virginia/1178545-mclean-photo-tour.htmlSlide2
Signs of Escalating Behavior
Arguing Non-Compliance
Verbal abuseDisruption
Bothering others
Off task behavior
Destruction of propertyWhining/Crying
http://speechspecialed.blogspot.com/2012_02_01_archive.htmlSlide3
Model of Escalating Behavior ChainSlide4
Phase 1- Calm
Participant is cooperative.Accepts feedback
Follows directionsIgnores distractions
Accepts praise
On-task
http://www.schoolatoz.nsw.edu.au/technology/using-technology/homework-and-multitasking-can-it-be-doneSlide5
Phase 2- Trigger
Participant experiences a series of unresolved problems.Conflicts/Failures
Changes in routinePressure
Ineffective problem solving
Facing correction procedures
http://www.empoweringparents.com/how-to-handle-your-negative-complaining-child-or-teen.php?&key=Calm-ParentingSlide6
Phase 3- Agitation
Behavior is unfocused and distracted.Off-task
Questioning/ArguingOut of seat
Bothering others
Social withdrawal
http://www.empoweringparents.com/category-Calm-Parenting.phpSlide7
Phase 4- Acceleration
Behavior is self-engaging leading to further negative interactions.Questioning
ArguingThreats
Non-Compliance
Irritation of others
Rule violations
http://www.empoweringparents.com/How-to-Get-Control-
When-Your-Child-is-Making-You-Angry.php?&key=Calm-ParentingSlide8
Phase 5- Peak
Behavior is out of control creating safety concerns.Physical aggression
Severe tantrumsProperty destruction
Self-injury
Running
Screaming
http://www.ehow.com/how_6617240_control-behavior.htmlSlide9
Phase 6- De-Escalation
Behavior shows confusion and lack of focus.Confusion
WithdrawalDenial
Blaming others
May respond to specific directions
http://www.hthivillagevoice.org/news/2012/03/26/electivemadness/Slide10
Phase 7- Recovery
Behavior shows an eagerness for busy work and a reluctance to interact.Eagerness for independent work
Passive behaviorDefensive behavior
Sleep
http://www.ehow.com/how_5337280_effectively-childs-passive-aggressive-behavior.htmlSlide11
Escalating Prompts
Agitated behavior from staff (shouting)Cornering the participant
Engaging in power strugglesMoving into participant’s space
Touching or grabbing the participant
Sudden or very quick responses
Arguing or becoming defensiveBody language that communicates frustration or anger toward participant
http://www.nlm.nih.gov/medlineplus/childsexualabuse.htmlSlide12
Staff Responses
Speak calmlySpeak privatelyMinimize body language
Keep a reasonable distanceGive the participant space
Speak respectfully
Be brief
Establish eye contact
http://www.teachthis.com.au/products/view-resource/link/This-is-my-personal-space/id/1739/Slide13
Calming Techniques for Participant
Make sure teen knows what the expectations are
Attempt to redirect participant to an alternative activity
If teen continues to have a tantrum, tell him/her to STOP in a calm voice
Just say STOP without adding any extra words or phrasesSlide14
Calming Techniques for Participants
If he/she does not stop, provide some physical redirection to an area where he or she can calm downYou can call it the cool down area or the safe
placeEliminate any extras in the area such as toys, games, objects
Have participant sit alone away from other participants
Tell participant 5 minutes before he or she can get upSlide15
Factors that Contribute to Disruptive Behaviors
Creating penalties on-the-spot for misbehavior rather than discussing the consequences with the participant before behaviors happen.Saying “Stop playing with your pencil.” Instead say, “Please hand me your pencil.”
Using too many stop messages “Stop talking.” Use start messages “Please start being quiet.”Put-downs “You are being lazy.” Threats “If you keep this up, I am going to take away your game.”Slide16
Factors that Contribute to Disruptive Behaviors
Using aggressive “you” messages that attack the teen’s character. “You never think before you act.”Using criticism that is permanent. “You never listen.”Not giving choices to the participant. “Play this game now.” Instead say, “Either play your game quietly or go chill out for 5 minutes.”
Using vague commands, “Knock it off!”
Mirroring the teen’s behaviors by yelling or being sarcastic. Slide17
References
Colvin, G (2004). Managing the cycle of acting-out behavior in the classroom.
Eugene, Oregon: Behavior Associates.
Colvin, G. (2006).
Understanding and Managing Angry-Aggressive Behavior
presentation, www.behaviorassociates.org
Colvin, G. & Sugai
, G. (1989)
Understanding & Managing Escalating Behavior
presentation, www.pbis.org
Mahony
, T. (2003).
Words work! How to change your language to improve
behaviour
in your classroom.
Retrieved November, 9, 2012, from http://www.squidoo.com/classroom-management-of-disruptive-behavior
Martinez, S (2007).
Managing the cycle of escalating behavior
[PowerPoint Slides]. Retrieved from: http://www.powershow.com/view/13ae37-ZjE0Z/Managing_the_Cycle_of_Escalating_Behavior_powerpoint_ppt_presentationSlide18
References
My Aspergers
Child. Blogger
. Retrieved November 6, 2012
, from http://
www.myaspergerschild.com/2008/05/calming-techniques-that-work-with.html
Sprague, J. & Golly, A. (2005). Best behavior: Building positive behavior support in schools.
Longmont, Colorado:
Sopris
West.
Sprick
, R. Garrison, M. & Howard, L. (1998).
CHAMPs: A proactive and positive approach to classroom management.
Longmont, CO:
Sopris
West.