1. The Four Types of Behavior
Managing Escalating Behavior Proactively

2. The Four Categories: A model for understanding all kinds of escalating behavior
We use the four categories to understand behavior as a chain of events.
Behavior is dynamic and interactive.

3. Case Study: Henry
Henry’s early life is marked by severe social and economic deprivation. His mother, Esmerelda, was homeless, taking shelter wherever she could find it, including a basement, garage, and even a barn. She had multiple sexual partners and does not know for certain who Henry’s father is. Although offered assistance, she would accept only food, refusing shelter or medical care. She received no prenatal care, but does not appear to have used drugs or alcohol.
Both Henry and his sister were removed from Esmerelda’s care when they were quite young. The sister displayed severe aggression. At one point, she bit through the thumb of her caregiver. She was eventually returned to the care of her mother. Henry proved much more manageable and was soon adopted. Although Henry displayed some aggressive behaviors toward his foster sister at first, they soon bonded and formed a loving relationship.
Henry continues to struggle with appropriate social skills. He still sometimes bites or scratches when someone gets into his personal space. He plays too rough with his foster sister, then is upset when she retaliates by hitting him. Over time, these behaviors have decreased significantly in intensity and frequency. Currently, the main problem reported is that he does not respect the property of others, often breaking or stealing toys and other objects. He has made progress with his behavior program, although his caregiver struggles with consistency and follow-through.

4. Henry

6. Peyton

8. Typical Escalation Cycle
Ready to Return
Compliant
Unsafe
Noncompliant
Calm
Self Indulgent
De-escalating

9. 1. Positive Behavior: The student follows all safety rules
The student uses kind and respectful language
The student respects materials and property
The student participates in assigned activities
The student stays in the assigned area
The student complies with adult directions

10. Note:
When students are behaving appropriately, they will have my full attention, along with whatever assistance and positive feedback that they need.
My goal is to teach kids strategies that work. The means, when they use their strategies, I make sure they get all the reinforcement that they need. I know that if I fail, the child will fail.

11. 2. Noncompliant Behavior:
Wait 30 seconds, then restate the direction.
Wait 1-2 mins., then restate the direction with the positive consequences.
Wait 1-2 mins, then restate the direction with both the positive and negative consequences.
Wait 2-3 minutes, then begin the sequence again.

12. Note: Wait time is important because:
It allows processing time
It gives kids the opportunity to think about decisions
It prevents nagging
It gives time to focus on other kids and give positives to them
It allows the flow of instruction to continue
It communicates to the child that you are less invested in the outcome than they are
Intervening too quickly following a direction can result in a power struggle.

13. 3. Self Indulgent Behavior:
Examples:
verbal diversions, sulking, blaming others, strong statements of opinion, backtalk, head down on desk, pouting, making obnoxious noises, refusing to listen or look at the teacher, ripping papers, needing to have the last word

14. Use planned ignoring strategies:
Ignore inappropriate or disrespectful communication
Become preoccupied with another activity
Increase positive interactions with other students
Give about 3 minutes of wait time, then return to using the noncompliance sequence. It is important to maintain your focus on the original expectation, rather than becoming distracted by the self indulgent behavior.

15. Note:
When students are noncompliant or self indulgent, I tend to be forgetful, inattentive, and simply too busy to give much attention to the inappropriate behaviors.

16. Self Indulgent Behavior

17. Pay no attention to the man behind the curtain…
“Watch closely while I skillfully re-direct your attention away from the real problem. If you ignore my self indulgent behavior, you might see that I can’t really read or that none of the other kids like me, or any other major problem that I don’t want you to know about.”

18. Unsafe Behavior: A general protocol
Safety First – Stabilize the Situation
Call for help
Make sure that adults in the area are aware of the situation
Focus on the safety of the other students – move them to another area if needed

19. Intervene
Quietly, calmly, and firmly tell the student what you want him/her to do.
Remain at a safe distance
Use neutral body language
Avoid touching the student or entering the student’s personal space.
Wait until the student makes an appropriate choice, and/or appears calmer before giving another direction.

20. Unsafe behavior:
A really efficient way to get the full and complete attention of adults.

21. Notes:
After the first unsafe incident, develop an individual safety plan.
The first goal is to maintain safety. The second goal is to minimize the reinforcing effects of attending to the behavior.
Positive behavior teaching doesn’t occur at this time.
Attempting to debrief verbally will usually escalate the behavior. Adults who do so will often get hurt, and it will be their fault.
Even if kids do want to debrief, it’s usually not productive. Listen attentively, then schedule a time to talk when the kid is calm. Focus on solving the immediate problem, not the big picture.

22. The De-escalation Sequence…
Allows the adult to assess whether or not the child is truly calm before the child re-enters the environment where the problem occurred.
Minimizes reinforcement for using unsafe behaviors to escape/avoid

23. The De-escalation Sequence
Time out period
Neutral task
Restore the environment / restitution
Give a choice between two tasks, one of which is the original task
Reinstate reinforcement system
If needed, discuss consequences and process the incident at a later date.

24. “Good boy, Henry!”