Responding to Escalating Behavior Los Angeles Unified School District Division of Special Education Responding to Escalating Behavior Presented by: Jacqueline Mora, and Laura Zeff Ideas & concepts throughout this presentation are adapted from the work of Geoff Colvin, Ph.D.

Objectives Participants will: Learn about responding to escalating student behavior Learn the phases of the crisis cycle Learn about interventions and reactive strategies that can be utilized to respond to escalating behavior Learn about State and Federal legal requirements for students with IEPs

Individual Interventions Adapted from: Sprague & Walker, 2004 Intensive social skills training Individual behavior management plans Parent training and collaboration Multi-agency collaboration (wrap-around) services Alternatives to suspension and expulsion Community and service learning Targeted/ Intensive (High-risk students) Individual Interventions (3-5%) Tier 3 Selected (At-risk Students) Classroom & Small Group Strategies (10-20% of students) Intensive social skills training Self-management programs Parent training and collaboration School based adult mentors Increased academic support and practice Alternatives to out-of-school suspension Community and service learning Tier 2 Universal (All Students) School-wide, Culturally Relevant Systems of Support (75-85% of students) Effective academic support Social skills training Positive, proactive discipline Teaching school behavior expectations Active supervision and monitoring Positive reinforcement systems Firm, fair, and corrective discipline Effective classroom management Community and service learning Tier 1

We have fire drills We have earthquake drills We practice “lockdowns” We are trained to know what to do when there is an active shooter on campus Do we plan/practice how to respond to escalating behavior?

Behavioral Chains Key Properties of Behavioral Chains Series of behaviors Build on each other Maintained by the presence of reinforcement Interaction pathways

George, please turn in your assignment. What assignment? Teacher George George, please turn in your assignment. What assignment? The assignment you didn’t finish during class. I finished it. I don’t have it with me right now. Great, please turn it in now. You have a choice, turn it in or do it again. You never believe me. I guess you’ve made the choice to do it again. I’d like to see you make me. Have you ever experienced or witnessed this? You are being disrespectful, go to the office. F_____ you! Teacher moves toward George… Stands up, glares, & raises fist as if to strike…

Avoid a power struggle…. …don’t pick up the rope If someone is noncompliant or argues, avoid being pulled into the no-win battle of the power struggle: Step back and listen to the real message being conveyed. Redirect the topic. Offer choices and options. Consider a reasonable middle ground when possible. Focus on solutions. Crisis Prevention Institute

Verbal and Nonverbal Messages There are 3 basic elements in any face-to-face communication Verbal Content (words) Verbal Tone (the pitch or tone of voice) Nonverbal (body language) This is known as the 7% - 38% - 55% Rule 7% 38% 55% Mehrabian, A. (1971). Silent messages. Wadsworth, Belmont, California. Mehrabian, A. (1981). Silent messages: Implicit communication of emotions and attitudes (2nd ed.). Wadsworth, Belmont, California. 8

Basic Approaches to Preventing Escalating Behavior Recognize the behavioral signs for escalation Avoid escalating responses Maintain calmness, respect, and detachment 4) Use crisis prevention techniques

Let’s take a closer look at the Escalation Cycle…. What does it look like? What can I do? The most important thing adults can do is STAY CALM!

The Escalation Cycle

The Escalation Cycle

The Escalation Cycle

The Escalation Cycle

The Escalation Cycle

The Escalation Cycle

The Escalation Cycle

If the crisis rises to the level of a threat… Convene a multidisciplinary threat assessment team meeting Follow the guidelines in Bulletin 5799.0 - Threat Assessment and Management (Student-to-Student, Student-to-Adult) *If the student has an IEP, a special education representative should be part of the team Review IEP/Behavior Support Plan Manifestation discussion

Crisis Plan Crisis Plan Include crisis team members and their responsibilities.   1. Before the behavior occurs (Prevention): What should be done to prevent escalating behavior? (list the strategies) 2. Behavior just beginning to escalate (Interruption): What does it look like? (describe) Strategies for behavior just beginning to escalate: 3. When behavior is in progress (Response): Strategies for when the behavior is in progress: 4. After the behavior has occurred (Follow-up): Strategies for after the behavior has occurred: Once a student has gone through this cycle of escalation, we need to have a plan in place in case there is ever a “next time.”

Escalating Responses (Things to Avoid) Getting in the child’s face Discrediting the child Nagging or preaching Arguing Engaging in power struggles Tugging or grabbing the child Cornering the child Shouting or raising voice

Do not let what you cannot do interfere with what you can do. ~ John Wooden ~

For additional information please contact: Jacqueline Mora jacqueline.mora@lausd.net 213-241-8164 Laura Zeff laura.zeff@lausd.net 213-241-8167