1. 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.

2. 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

3. 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

4. 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?

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

6. 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…

7. 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

8. 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

9. 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

10. 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!

11. The Escalation Cycle

12. The Escalation Cycle

13. The Escalation Cycle

14. The Escalation Cycle

15. The Escalation Cycle

16. The Escalation Cycle

17. The Escalation Cycle

18. If the crisis rises to the level of a threat…
Convene a multidisciplinary threat assessment team meeting
Follow the guidelines in Bulletin 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

19. 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.”

20. 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

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

22. For additional information please contact:
Jacqueline Mora
Laura Zeff