2. The Behavior Escalation Cycle
Dori Barnett, Ed.D. and Lina Bender, ED.S.
Orange County Department of Education

3. Presentation goals
Develop strategies for recognizing and de-escalating challenging behaviors in school and classroom situations.
Identify the seven stages in the Behavior Escalation Cycle*.
Recognize student behavior characteristics, and develop corresponding intervention strategies at each stage.
*Slides adapted from George Sugai

4. MTSS SWIFT: How we got involved and the evolution of MTSS
Considerations of how MTSS is different from RTI & PBIS
 - Application of tiered supports for all children…academic, behavior, social-emotional learning in a fully integrated educational setting (ONE system)
- This is a general education initiative not special education. Special education is not a place but a system or array of supports for all children.
- Building capacity for ambiguity

5. Teacher 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.

6. The MODEL High Peak Acceleration Deceleration Agitation Trigger
Recovery
Calm
Low

7. The MODEL
High
Calm L
Low

8. 1. Calm Student is cooperative. focused on prevention.
Student Characteristics
Intervention
Student is cooperative.
Accepts corrective feedback.
Follows directives.
Sets personal goals.
Ignores distractions.
Accepts praise.
focused on prevention.
Assess problem behavior
Arrange for high rates of successful academic & social engagements.
Use positive reinforcement.
Teach social skills.
Communicate positive expectations.

9. The MODEL
High
TRIGGER
Low

10. 2. Trigger Student experiences a series of unresolved conflicts.
Student Characteristics
Intervention
Student experiences a series of unresolved conflicts.
Repeated failures
Frequent corrections
Interpersonal conflicts
Timelines
Low rates of positive reinforcement
Intervention is focused on prevention & redirection.
Consider function of problem behavior in planning/implementing response.
Remove from or modify problem context.
Increase opportunities for success.
Reinforce what has been taught.

11. The MODEL
High
AGITATION D
Low

12. 3. Agitation Student exhibits increase in unfocused behavior. Off-task
Student Characteristics
Intervention
Student exhibits increase in unfocused behavior.
Off-task
Frequent start/stop on tasks
Out of seat
Talking with others
Social withdrawal
focused on reducing anxiety.
Consider function of problem behavior.
Make structural/environmental modifications.
Provide reasonable options & choices.
Involve in successful engagements. D

13. The MODEL
High
ACCELERATION
Low

14. 4. Acceleration Provocative High intensity Threatening Personal
Student Characteristics
Intervention
Student displays focused behavior.
Provocative
High intensity
Threatening
Personal
Intervention is focused on safety
Remove all triggering & competing maintaining factors.
Follow crisis prevention procedures.
Establish & follow through with bottom line.
Disengage from student. L

15. The MODEL
High
PEAK D
Low

16. 5. Peak Intervention is focused on safety.
Student Characteristics
Intervention
Student is out of control & displays most severe problem behavior.
Physical aggression
Property destruction
Self-injury
Escape/social withdrawal
Hyperventilation
Intervention is focused on safety.
Contain student escalating behavior.
May need to remove other students from the immediate area.
Implement behavior crisis plan, if available.
Utilize crisis management procedures.
Escalation is likely to run its course.

17. The MODEL
High
DECELERATION
Low

18. 6. De-escalation
Student Characteristics
Intervention
Student displays confusion but with decreases in severe behavior.
Social withdrawal
Denial
Blaming others
Minimization of problem
Intervention is focused on removing excess attention.
Don’t nag.
Avoid blaming.
Don’t force apology.
Consider function of problem behavior
Emphasize starting anew

19. The MODEL
High
RECOVERY
Low

20. 7. Recovery
Student Characteristics
INtervention
Student displays eagerness to engage in non-engagement activities.
Attempts to correct problem.
Unwillingness to participate in group activities.
Social withdrawal & sleep.
Follow through with consequences for problem behavior.
Positively reinforce any displays of appropriate behavior.
Re-establishing routines & activities. L

21. Recovery
Debrief
Problem Solving Example
Purpose of debrief is to facilitate transition back to program….not further negative consequence
Debrief follows consequences for problem behavior.
Goal is to increase more appropriate behavior.
What did I do?
Why did I do it?
What could I have done instead?
What do I have to do next?
Can I do it?

22. Self Check: Escalating Behavior
1 MINUTE
Discuss the extent to which escalating behavior is or could be issue in your school.
Identify 2-3 strategies for taking topic/content back to staff
2-3 mins

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