The Behavior Escalation Cycle Dori Barnett, Ed.D. and Lina Bender, ED.S. Orange County Department of Education

Presentation goals Develop strategies for recognizing and de-escalating challenging behaviors in school and classroom situations. Identify the seven stages in the Behavior Escalation Cycle*. Recognize student behavior characteristics, and develop corresponding intervention strategies at each stage. *Slides adapted from George Sugai

MTSS SWIFT: How we got involved and the evolution of MTSS Considerations of how MTSS is different from RTI & PBIS  - Application of tiered supports for all children…academic, behavior, social-emotional learning in a fully integrated educational setting (ONE system) - This is a general education initiative not special education. Special education is not a place but a system or array of supports for all children. - Building capacity for ambiguity

Teacher Jason Jason, please turn in your assignment. What assignment? The assignment you didn’t finish during class. I finished it. Great, please turn it in now. I don’t have it with me 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. Make me. That’s disrespect…go to the office. F_____ you! Moves closer…& puts hand on J. shoulder. Pulls away, glares, & raises fist as if to strike.

The MODEL High Peak Acceleration Deceleration Agitation Trigger Recovery Calm Low

The MODEL High Calm L Low

1. Calm Student is cooperative. focused on prevention. Student Characteristics Intervention Student is cooperative. Accepts corrective feedback. Follows directives. Sets personal goals. Ignores distractions. Accepts praise. focused on prevention. Assess problem behavior Arrange for high rates of successful academic & social engagements. Use positive reinforcement. Teach social skills. Communicate positive expectations.

The MODEL High TRIGGER Low

2. Trigger Student experiences a series of unresolved conflicts. Student Characteristics Intervention Student experiences a series of unresolved conflicts. Repeated failures Frequent corrections Interpersonal conflicts Timelines Low rates of positive reinforcement Intervention is focused on prevention & redirection. Consider function of problem behavior in planning/implementing response. Remove from or modify problem context. Increase opportunities for success. Reinforce what has been taught.

The MODEL High AGITATION D Low

3. Agitation Student exhibits increase in unfocused behavior. Off-task Student Characteristics Intervention Student exhibits increase in unfocused behavior. Off-task Frequent start/stop on tasks Out of seat Talking with others Social withdrawal focused on reducing anxiety. Consider function of problem behavior. Make structural/environmental modifications. Provide reasonable options & choices. Involve in successful engagements. D

The MODEL High ACCELERATION Low

4. Acceleration Provocative High intensity Threatening Personal Student Characteristics Intervention Student displays focused behavior. Provocative High intensity Threatening Personal Intervention is focused on safety Remove all triggering & competing maintaining factors. Follow crisis prevention procedures. Establish & follow through with bottom line. Disengage from student. L

The MODEL High PEAK D Low

5. Peak Intervention is focused on safety. Student Characteristics Intervention Student is out of control & displays most severe problem behavior. Physical aggression Property destruction Self-injury Escape/social withdrawal Hyperventilation Intervention is focused on safety. Contain student escalating behavior. May need to remove other students from the immediate area. Implement behavior crisis plan, if available. Utilize crisis management procedures. Escalation is likely to run its course.

The MODEL High DECELERATION Low

6. De-escalation Student Characteristics Intervention Student displays confusion but with decreases in severe behavior. Social withdrawal Denial Blaming others Minimization of problem Intervention is focused on removing excess attention. Don’t nag. Avoid blaming. Don’t force apology. Consider function of problem behavior Emphasize starting anew

The MODEL High RECOVERY Low

7. Recovery Student Characteristics INtervention Student displays eagerness to engage in non-engagement activities. Attempts to correct problem. Unwillingness to participate in group activities. Social withdrawal & sleep. Follow through with consequences for problem behavior. Positively reinforce any displays of appropriate behavior. Re-establishing routines & activities. L

Recovery Debrief Problem Solving Example Purpose of debrief is to facilitate transition back to program….not further negative consequence Debrief follows consequences for problem behavior. Goal is to increase more appropriate behavior. What did I do? Why did I do it? What could I have done instead? What do I have to do next? Can I do it?

Self Check: Escalating Behavior 1 MINUTE Discuss the extent to which escalating behavior is or could be issue in your school. Identify 2-3 strategies for taking topic/content back to staff 2-3 mins

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