Old Firehouse Teen Center Escalating Behavior Old Firehouse Teen Center http://www.city-data.com/forum/northern-virginia/1178545-mclean-photo-tour.html

Signs of Escalating Behavior Arguing Non-Compliance Verbal abuse Disruption Bothering others Off task behavior Destruction of property Whining/Crying http://speechspecialed.blogspot.com/2012_02_01_archive.html

Model of Escalating Behavior Chain

Phase 1- Calm Participant is cooperative. Accepts feedback Follows directions Ignores distractions Accepts praise On-task http://www.schoolatoz.nsw.edu.au/technology/using-technology/homework-and-multitasking-can-it-be-done

Phase 2- Trigger Participant experiences a series of unresolved problems. Conflicts/Failures Changes in routine Pressure Ineffective problem solving Facing correction procedures http://www.empoweringparents.com/how-to-handle-your-negative-complaining-child-or-teen.php?&key=Calm-Parenting

Phase 3- Agitation Behavior is unfocused and distracted. Off-task Questioning/Arguing Out of seat Bothering others Social withdrawal http://www.empoweringparents.com/category-Calm-Parenting.php

Phase 4- Acceleration Behavior is self-engaging leading to further negative interactions. Questioning Arguing Threats 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-Parenting

Phase 5- Peak Behavior is out of control creating safety concerns. Physical aggression Severe tantrums Property destruction Self-injury Running Screaming http://www.ehow.com/how_6617240_control-behavior.html

Phase 6- De-Escalation Behavior shows confusion and lack of focus. Withdrawal Denial Blaming others May respond to specific directions http://www.hthivillagevoice.org/news/2012/03/26/electivemadness/

Phase 7- Recovery Behavior shows an eagerness for busy work and a reluctance to interact. Eagerness for independent work Passive behavior Defensive behavior Sleep http://www.ehow.com/how_5337280_effectively-childs-passive-aggressive-behavior.html

Escalating Prompts Agitated behavior from staff (shouting) Cornering the participant Engaging in power struggles Moving into participant’s space Touching or grabbing the participant Sudden or very quick responses Arguing or becoming defensive Body language that communicates frustration or anger toward participant http://www.nlm.nih.gov/medlineplus/childsexualabuse.html

Staff Responses Speak calmly Speak privately Minimize body language Keep a reasonable distance Give 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/

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 phrases

Calming Techniques for Participants If he/she does not stop, provide some physical redirection to an area where he or she can calm down You can call it the cool down area or the safe place Eliminate 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 up

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.”

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.

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_presentation

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.