Understanding and Managing Escalating Behavior Jennifer Tachell, Ed.S., M.Ed. Statewide Lead PBIS Tier 1 Coordinator ISCA 2017 We are now moving towards information that will help us with all students (and adults) and may be especially helpful in dealing with students who are not responding to the Tier 1 system of support (need T2 and/or T3)

Objective Enhance our understanding of, and ways of responding to, escalating behavior sequences

Outcomes Identification of how to intervene early in an escalation Identification of environmental factors that can be manipulated Identification of replacement behaviors that can be taught

The MODEL High Peak Acceleration De-escalation Agitation Trigger Calm Ask participants to pull the model out of their binders (handout section) – at least model in the center of every table…allows participants to easily view/reference this throughout this section Other 2 handouts for this section: Packet – great graphic organizer for the content information (some participants like to take notes on this) One page activity – will get to that at the end of this section Calm Recovery Low

Phases of Escalation Calm Trigger Agitation Acceleration Peak Student is cooperative Trigger Student experiences a series of unresolved conflicts Agitation Student exhibits increase in unfocused behavior Acceleration Student displays focused behavior Peak Student is out of control and displays most severe problem behavior 6. De-escalation Student displays confusion but with decreases in severe behavior 7. Recovery Student displays eagerness to participate in non-engagement activities We will go through each one of these 7 phases (what to do and what NOT to do)

1. Calm The student is cooperative Accepts corrective feedback Follows directives Sets personal goals Ignores distractions Accepts praise This is where we want to live 100% of the time

1. Calm Intervention is focused on prevention Arrange for high rates of successful academic and social engagements Use positive reinforcement Teach social skills Problem solving Relaxation strategy Self-management Communicate positive expectations Prevention (back to our 80:20 rule)

2. Trigger Student experiences a series of unresolved conflicts Repeated failures Frequent corrections Interpersonal conflicts Timelines Low rates of positive reinforcement Sometimes these triggers are easy to identify, sometimes they are incredibly difficult to identify – a matter of PERCEPTION Ask participants if they have observed some of these triggers in their students

2. Trigger Intervention is focused on prevention and redirection Remove from or modify context Increase opportunities for success Reinforce what has been taught Discuss examples of: Removing from or modifying the context Increasing opportunities for success Reinforcing what has been taught

3. Agitation Student exhibits increase in unfocused behavior Off-task Frequent start/stop on tasks Out of seat Talking with others Social withdrawal Notice on the model: calm, trigger, and agitation can all transpire quickly Frontal lobes of the brain are starting to go offline

3. Agitation Intervention is focused on reducing anxiety Make structural/environmental modifications Provide reasonable options and choices Involve in successful engagements Discuss examples of these intervention strategies

4. Acceleration Student displays focused behavior Provocative High intensity Threatening Personal “focused” that’s not a typo. A student in this phase ARE extremely focused…just usually not on what we would like them to be focused on Any ideas on what NOT to do as an adult working with a student that has reached this phase?

4. Acceleration Intervention is focused on safety Remember… Escalations and self-control are inversely related Escalation is likely to run its course Ask participants to circle, highlight, star… this phase on their model. This is where we would see the sign – “buckle up!” Once a student has reached this phase we can NOT get of the ride!!!

4. Acceleration Remove all triggering, competing, and maintaining factors Follow crisis intervention procedures Establish and follow through with bottom line Disengage from student Again, what’s a common mistake adults make during this phase? Might have to do a room clear Might need to remove YOURSELF

5. Peak Student is out of control and displays most severe problem behavior Physical aggression Property destruction Self-injury Escape/social withdrawal/running away Hyperventilation Student is in brain stem here: just like a squirrel in the middle of the road: fight, flight, or freeze

5. Peak Intervention is focused on safety Procedures similar to acceleration phase, except focus is on crisis intervention

6. De-escalation Student displays confusion but with decreases in severe behavior Social withdrawal Denial Blaming others Minimization of problem Common adult mistakes in this phase? Notice where we are at on the model…we’re not off the roller coaster ride yet! Could jump back up to peak again

6. De-escalation Intervention is focused on removing excess attention Don’t nag Avoid blaming Don’t force apology Emphasize starting anew

7. Recovery Student displays eagerness to participate in non-engagement activities Attempts to correct problem Unwillingness to participate in group activities Social withdrawal and sleep

7. Recovery Intervention is focused on re-establishing routines and activities Follow through with consequences for problem behavior Positively reinforce any displays of appropriate behavior This is where our continuum of consequences (from yesterday) comes in. Remember every behavior elicits a consequences, whether positive or negative. Just because a student had a complete meltdown, does not mean we don’t positive reinforce displays of appropriate behavior.

7. Recovery Debrief Purpose of debrief is to facilitate transition back to program Debrief follows consequences for problem behavior Goal is to increase more appropriate behavior Debrief – similar to reflection

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? Many times we stop this process at what did I do. Don’t forget to get to: Why (Can’t Do or Won’t Do - function) What could I have done instead (teaching/discussion of replacement behavior) The most difficult part of this step is a lack of time. That’s why we are working from a systems perspective…build some of these steps into the overall system.

Debrief with Staff Check in, make sure staff is okay This important step is often skipped! Offers staff a chance to reflect on what happened and process their reactions/emotions/thoughts Important 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?

Three Key Strategies Identify how to intervene early in an escalation Identify environmental factors that can be manipulated Identify replacement behaviors that can be taught

Teaching Compliance Students must… Be fluent at expected behavior Be taught conditions under which the expected behavior is required Have multiple opportunities for high rates of successful academic and social engagement Receive or experience frequent and positive acknowledgments when expected behavior is exhibited

Teaching Compliance Teachers must… Have student’s attention, before presenting the directive or making a request Give clear, specific, and positively stated directives Provide frequent and positive acknowledgments when expected behavior is exhibited Have established and taught consequence procedures for repeated noncompliance Usually we stop with what students must do. Don’t forget teachers’ responsibilities. How will you make sure ALL adults have the capacity to carry this out?

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 Colvin Remember: we have to know the function of the behavior and make that behavior ineffective and inefficient in order for the students to replace it with a more appropriate behavior they’ll keep doing it if it’s working for them)

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? Steps to Activity: Part A: Read Vignette out loud to whole group Ask participants to read independently and silently Discuss 2 questions in relation to Aaron (tell them you understand that they have limited information, that’s ok…see how far they can get with that info) Part B: Discuss 1 (and only 1) student that has frequent breakdowns Brainstorm: why might this student be having difficultly at school? Triggers during the school day? This is great example of the type of problem solving your PBIS Leadership Team has the capacity to do!

Idaho Positive Behavior Network Katie Bubak-Azevedo Director Kelli Burnham Associate Director All participants will begin to receive IPBN Weekly Updates. Information alternates…every other week = upcoming events; every other week = implementation tips (feel free to forward these on to the rest of your staff) Jennifer Tachell Statewide Lead Tier 1 Coordinator Jena Grenke Statewide Tier 1 Coordinator Jamie Marts Statewide Tier 1 Coordinator

Website: https://csi.boisestate.edu/ipbn/ Contact Us! Email: ipbn@boisestate.edu Website: https://csi.boisestate.edu/ipbn/

Thank You!