1. Managing Escalating Behavior Individual Tier II*

2. Enhance understanding & ways of escalating behavior sequences
PURPOSE
Enhance understanding & ways of escalating behavior sequences
Purpose
Understanding the Escalation Cycle
Best practice Considerations
Your action planning how to share with staff back home *

3. 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 (& serve same function as problem).

4. ASSUMPTIONS Behavior is learned (function)
Behavior is lawful (function)
Behavior is escalated through successive interactions (practice)
Behavior can be changed through an instructional approach
Lawful – Experimentally Studied! *

5. Reasons Students Commonly Misbehave
Unsure of expectations
Unsure how to exhibit expected behavior
Unaware he/she is engaged in the misbehavior
Misbehavior is providing student with desired outcome:
Gain something
Escape something *

6. Teacher conversation with 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.

7. The MODEL Colvin ’ s Seven Phase Model of Acting - out Behavior
What we know is that people follow a predictable pattern.
We know from this pattern how to minimize safety risks for students and staff
We know how to support the person going through the cycle best by knowing when and how to respond
The MODEL
Colvin ’
s Seven Phase Model of
Acting -
out Behavior
1. Calm
2. Triggers
3. Agitation
4. Acceleration
5. Peak
6. De-escalation
7. Recovery
TIME
INTENSITY *

8. The MODEL
High
The model considers these factors. These will vary from person to person.
Low

9. The MODEL CALM ✱✱✱✱ High Low
This slide is the beginning of teaching teams about the escalation cycle and what to do and not do when a person is at each stage in the cycle *

10. Calm – Student is Cooperative
This is where positive and valuing relationships are built and where you teach skills needed to function successfully in challenging situations.
Accepts corrective feedback
Follows directives
Sets personal goals
Ignores distractions
Accepts praise *

11. Calming Strategies Deep Belly Breathing Five point scale Counting
Breath in to count of 5, hold for count of 5, exhale for count of 5
Smell the soup
Yoga Breathing
Put tongue behind your two front teeth
Close your mouth an breathe in through your nose to the count of four slowly
Breathe out for the count of four
Repeat 10 times
Deep Belly Breathing
Five point scale
Counting
Visualization
Calming tools
Calming skills to teach during the calm phase

12. Calming Tools

13. The MODEL
High
Low
TRIGGER ✱✱ *

14. Trigger – Series of Unresolved Conflicts
Repeated failures
Frequent corrections
Interpersonal conflicts
Low rates of positive reinforcement
Recognize – Refocus - Reassure
This is where signs of early stress need to be recognized. This is the best time to refocus the person’s attention away from the stress and encourage use of self -regulation skills. *

15. The MODEL
High
Low
AGITATION ✱ *

16. Agitation – Unfocused Behavior
Off-task
Frequent start/stop on tasks
Out of seat
Talking with others
Social withdrawal *

17. Agitation – Reduce Anxiety
Consider function of problem behavior
Make structural/ environmental modifications
Provide reasonable options & choices
Involve in successful engagements
Move Student Away
Now is the time to have the student leave the anxiety producing event if possible and help student use self- regulation skills. *

18. The MODEL
High
Low
ACCELERATION *

19. Acceleration – Displays Focused Behavior
Deliberate
High intensity
Threatening
Personal
Minimize Talking-Model Calm
This is not a time to ask the person to make choices. Model calming strategies. *

20. The Paradoxical Response
When students engage in confrontation they expect what they usually get: anger, ultimatums and more confrontation
The paradoxical response: The calmer you get the more difficult it will be for the student to escalate the situation
Be aware of your body and your nonverbals

21. Acceleration Intervention is focused on safety
Remember:
Escalations & self-control are inversely related
Escalation is likely to run its course *

22. The MODEL
High
Low
PEAK *

23. Peak Student is out of control & displays most severe problem behavior
Physical aggression
Property destruction
Self-injury
Escape/social withdrawal
Hyperventilation *

24. Peak Intervention is focused on safety
This is not a time to talk, direct, or problem solve. The main concern is safety. Follow the school or student crisis plan.
Focus is on crisis intervention *

25. The MODEL
High
Low
DECELERATION *

26. De-escalation Student displays confusion but with decreases in severe behavior
Focus is on calming
At this point the person should be encouraged to use self-regulation skills rather than make any decisions. Do not try to process here.
Social withdrawal
Denial
Blaming others
Minimization of problem *

27. De-escalation Intervention is focused on removing excess attention
Avoid nagging
Avoid blaming
Don’t force apology
Consider function
Emphasize starting anew *

28. Approaches to Calming by Function
Obtain Attention
Avoidance
Obtain materials/activities
• Sit with student
• Allow venting and be an active listener
• Go through calming strategies with the student
• Have student take your hands, look you in the eye, breath in, count to 5, and breath out
• You actively approach student at regular intervals to check in
• Walk and talk
• Sensory with attention
• Little to no talking, no touching, more visual than verbal
• Provide a visual of calming strategies
• Have a calming bag that has independent calming tasks
• Provide student the power to let you know when he or she is ready
• Sensory without attention
• Have student part of developing the plan
• Provide choices in calming
-Where to sit
-What to do

29. The MODEL
High
Low
RECOVERY ✱ *

30. Recovery Engages in Non-engagement Activities
Attempts to correct problem
Unwillingness to participate in group activities
Social withdrawal & sleep *

31. Recovery Follow through with consequences with empathy
Positively reinforce any appropriate behavior
Intervention is focused on re- establishing routine activities *

32. Recovery - Debrief
Purpose of debrief is to facilitate transition back to program…not a further negative consequence
Debrief follows consequences for problem behavior
Goal is to increase more appropriate behavior *

33. Recovery Processing & Problem Solving
Why do we process?
Teaches students to
Accurately identify the problem
Allows students to practice problem solving skills
Provides an opportunity to practice and re-teach self- regulation skills
Allows us to make a plan and get students back into class where they belong *

34. The MODEL High Peak Acceleration De-escalation Agitation Trigger Calm
Low
Calm
Peak
De-escalation
Recovery
Acceleration
Agitation
Trigger *

35. KEY STRATEGIES Intervene early
Identify environmental factors that can be manipulated
Identify adult behaviors that can be more helpful
Identify replacement behaviors that can be taught (& serve same function as problem).

36. Escalating Behavior Action Planning
Discuss features & steps of “Escalating Behavior” model
Discuss extent to which escalating behavior is or could be issue in your school
Identify how you will teach staff back home about addressing escalating behavior