Understanding and Managing Escalating Behavior - PowerPoint Presentation

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Understanding and Managing Escalating Behavior

Jennifer Tachell, Ed.S., M.Ed.Statewide Lead PBIS Tier 1 CoordinatorISCA 2017Slide2

Objective

Enhance our understanding of, and ways of responding to, escalating behavior sequencesSlide3

Outcomes

Identification of how to intervene early in an escalationIdentification of environmental factors that can be manipulatedIdentification of replacement behaviors that can be taughtSlide4

The MODEL

High

Low

Calm

Peak

De-escalation

Recovery

Acceleration

Agitation

TriggerSlide5

Phases of Escalation

PeakStudent is out of control and displays most severe problem behavior6. De-escalationStudent displays confusion but with decreases in severe behavior

7. Recovery

Student displays eagerness to participate in

non-engagement

activities

Calm

Student is

cooperative

Trigger

Student experiences a series of unresolved

conflicts

AgitationStudent exhibits increase in unfocused behavior

AccelerationStudent displays focused behaviorSlide6

1. Calm

The student is cooperativeAccepts corrective feedbackFollows directivesSets personal goalsIgnores distractionsAccepts praise Slide7

1. Calm

Intervention is focused on preventionArrange for high rates of successful academic and social engagementsUse positive reinforcementTeach social skillsProblem solvingRelaxation strategySelf-managementCommunicate positive expectationsSlide8

2. Trigger

Student experiences a series of unresolved conflictsRepeated failuresFrequent correctionsInterpersonal conflictsTimelinesLow rates of positive reinforcementSlide9

2. Trigger

Intervention is focused on prevention and redirectionRemove from or modify contextIncrease opportunities for successReinforce what has been taughtSlide10

3. Agitation

Student exhibits increase in unfocused behaviorOff-taskFrequent start/stop on tasksOut of seatTalking with othersSocial withdrawalSlide11

3. Agitation

Intervention is focused on reducing anxietyMake structural/environmental modificationsProvide reasonable options and choicesInvolve in successful engagementsSlide12

4. Acceleration

Student displays focused behaviorProvocativeHigh intensityThreateningPersonalSlide13

4. Acceleration

Intervention is focused on safetyRemember…Escalations and self-control are inversely relatedEscalation is likely to run its courseSlide14

4. Acceleration

Remove all triggering, competing, and maintaining factorsFollow crisis intervention proceduresEstablish and follow through with bottom line

Disengage

from studentSlide15

5. Peak

Student is out of control and displays most severe problem behaviorPhysical aggressionProperty destructionSelf-injuryEscape/social withdrawal/running awayHyperventilationSlide16

5. Peak

Intervention is focused on safetyProcedures similar to acceleration phase, except focus is on crisis interventionSlide17

6. De-escalation

Student displays confusion but with decreases in severe behaviorSocial withdrawalDenialBlaming othersMinimization of problemSlide18

6. De-escalation

Intervention is focused on removing excess attentionDon’t nagAvoid blamingDon’t force apologyEmphasize starting anewSlide19

7. Recovery

Student displays eagerness to participate in non-engagement activitiesAttempts to correct problemUnwillingness to participate in group activitiesSocial withdrawal and sleepSlide20

7. Recovery

Intervention is focused on re-establishing routines and activitiesFollow through with consequences for problem behaviorPositively reinforce any displays of appropriate behaviorSlide21

7. Recovery

DebriefPurpose of debrief is to facilitate transition back to programDebrief follows consequences for problem behaviorGoal is to increase more appropriate behaviorSlide22

7. Recovery

Problem solving example:What did I do? (define the problem)Why did I do it?What could I have done instead? (create possible solutions)What do I have to do next?

(make a plan)

Can I do it?

If not, whose help would I like?Slide23

Debrief with Staff

Check in, make sure staff is okayThis important step is often skipped!Offers staff a chance to reflect on what happened and process their reactions/emotions/thoughtsImportant that time is taken to debrief before the end of the day (whenever possible)

Does anyone need a break?

Was there anything we could have done differently?

Who is following up with what?Slide24

Three Key Strategies

Identify how to intervene early in an escalationIdentify environmental factors that can be manipulatedIdentify replacement behaviors that can be taughtSlide25

Teaching Compliance

Students must…Be fluent at expected behaviorBe taught conditions under which the expected behavior is requiredHave multiple opportunities for high rates of successful academic and social engagementReceive or experience frequent and positive acknowledgments when expected behavior is exhibitedSlide26

Teaching Compliance

Teachers must…Have student’s attention, before presenting the directive or making a requestGive clear, specific, and positively stated directivesProvide frequent and positive acknowledgments when expected behavior is exhibitedHave established and taught consequence procedures for repeated noncomplianceSlide27

Final Thought

It is always important to remember that “if you inadvertently assist the student to escalate, do not be concerned; you will get another chance to do it right the next time around.”Geoff ColvinSlide28

Activity

Read the vignette and respond to the questions.Discuss examples from your school.Why do you think this student is having trouble at school?What triggers are occurring across this student’s day that continue to escalate his behavior?Slide29
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Idaho Positive Behavior Network

Katie Bubak-AzevedoDirector

Kelli Burnham

Associate Director

Jennifer

Tachell

Statewide Lead Tier 1 Coordinator

Jena

Grenke

Statewide Tier 1 Coordinator

Jamie Marts

Statewide Tier 1 CoordinatorSlide31

Contact Us!

Email: ipbn@boisestate.edu

Website: https://csi.boisestate.edu/ipbn/Slide32

Thank You!