1. Understanding and Managing Escalating Behavior
Jennifer Tachell, Ed.S., M.Ed.
Statewide Lead PBIS Tier 1 Coordinator
ISCA 2017
We are now moving towards information that will help us with all students (and adults) and may be especially helpful in dealing with students who are not responding to the Tier 1 system of support (need T2 and/or T3)

2. Objective
Enhance our understanding of, and ways of responding to, escalating behavior sequences

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

4. The MODEL High Peak Acceleration De-escalation Agitation Trigger Calm
Ask participants to pull the model out of their binders (handout section) – at least model in the center of every table…allows participants to easily view/reference this throughout this section
Other 2 handouts for this section:
Packet – great graphic organizer for the content information (some participants like to take notes on this)
One page activity – will get to that at the end of this section
Calm
Recovery
Low

5. Phases of Escalation Calm Trigger Agitation Acceleration Peak
Student is cooperative
Trigger
Student experiences a series of unresolved conflicts
Agitation
Student exhibits increase in unfocused behavior
Acceleration
Student displays focused behavior
Peak
Student is out of control and displays most severe problem behavior
6. De-escalation
Student displays confusion but with decreases in severe behavior
7. Recovery
Student displays eagerness to participate in non-engagement activities
We will go through each one of these 7 phases (what to do and what NOT to do)

6. 1. Calm The student is cooperative Accepts corrective feedback
Follows directives
Sets personal goals
Ignores distractions
Accepts praise
This is where we want to live 100% of the time

7. 1. Calm Intervention is focused on prevention
Arrange for high rates of successful academic and social engagements
Use positive reinforcement
Teach social skills
Problem solving
Relaxation strategy
Self-management
Communicate positive expectations
Prevention (back to our 80:20 rule)

8. 2. Trigger Student experiences a series of unresolved conflicts
Repeated failures
Frequent corrections
Interpersonal conflicts
Timelines
Low rates of positive reinforcement
Sometimes these triggers are easy to identify, sometimes they are incredibly difficult to identify – a matter of PERCEPTION
Ask participants if they have observed some of these triggers in their students

9. 2. Trigger Intervention is focused on prevention and redirection
Remove from or modify context
Increase opportunities for success
Reinforce what has been taught
Discuss examples of:
Removing from or modifying the context
Increasing opportunities for success
Reinforcing what has been taught

10. 3. Agitation Student exhibits increase in unfocused behavior Off-task
Frequent start/stop on tasks
Out of seat
Talking with others
Social withdrawal
Notice on the model: calm, trigger, and agitation can all transpire quickly
Frontal lobes of the brain are starting to go offline

11. 3. Agitation Intervention is focused on reducing anxiety
Make structural/environmental modifications
Provide reasonable options and choices
Involve in successful engagements
Discuss examples of these intervention strategies

12. 4. Acceleration Student displays focused behavior Provocative
High intensity
Threatening
Personal
“focused” that’s not a typo. A student in this phase ARE extremely focused…just usually not on what we would like them to be focused on
Any ideas on what NOT to do as an adult working with a student that has reached this phase?

13. 4. Acceleration Intervention is focused on safety Remember…
Escalations and self-control are inversely related
Escalation is likely to run its course
Ask participants to circle, highlight, star… this phase on their model. This is where we would see the sign – “buckle up!” Once a student has reached this phase we can NOT get of the ride!!!

14. 4. Acceleration
Remove all triggering, competing, and maintaining factors
Follow crisis intervention procedures
Establish and follow through with bottom line
Disengage from student
Again, what’s a common mistake adults make during this phase?
Might have to do a room clear
Might need to remove YOURSELF

15. 5. Peak
Student is out of control and displays most severe problem behavior
Physical aggression
Property destruction
Self-injury
Escape/social withdrawal/running away
Hyperventilation
Student is in brain stem here: just like a squirrel in the middle of the road: fight, flight, or freeze

16. 5. Peak Intervention is focused on safety
Procedures similar to acceleration phase, except focus is on crisis intervention

17. 6. De-escalation
Student displays confusion but with decreases in severe behavior
Social withdrawal
Denial
Blaming others
Minimization of problem
Common adult mistakes in this phase? Notice where we are at on the model…we’re not off the roller coaster ride yet!
Could jump back up to peak again

18. 6. De-escalation Intervention is focused on removing excess attention
Don’t nag
Avoid blaming
Don’t force apology
Emphasize starting anew

19. 7. Recovery
Student displays eagerness to participate in non-engagement activities
Attempts to correct problem
Unwillingness to participate in group activities
Social withdrawal and sleep

20. 7. Recovery
Intervention is focused on re-establishing routines and activities
Follow through with consequences for problem behavior
Positively reinforce any displays of appropriate behavior
This is where our continuum of consequences (from yesterday) comes in.
Remember every behavior elicits a consequences, whether positive or negative. Just because a student had a complete meltdown, does not mean we don’t positive reinforce displays of appropriate behavior.

21. 7. Recovery
Debrief
Purpose of debrief is to facilitate transition back to program
Debrief follows consequences for problem behavior
Goal is to increase more appropriate behavior
Debrief – similar to reflection

22. 7. Recovery Problem solving example:
What did I do? (define the problem)
Why did I do it?
What could I have done instead? (create possible solutions)
What do I have to do next? (make a plan)
Can I do it?
If not, whose help would I like?
Many times we stop this process at what did I do. Don’t forget to get to:
Why (Can’t Do or Won’t Do - function)
What could I have done instead (teaching/discussion of replacement behavior)
The most difficult part of this step is a lack of time. That’s why we are working from a systems perspective…build some of these steps into the overall system.

23. Debrief with Staff Check in, make sure staff is okay
This important step is often skipped!
Offers staff a chance to reflect on what happened and process their reactions/emotions/thoughts
Important that time is taken to debrief before the end of the day (whenever possible)
Does anyone need a break?
Was there anything we could have done differently?
Who is following up with what?

24. Three Key Strategies Identify how to intervene early in an escalation
Identify environmental factors that can be manipulated
Identify replacement behaviors that can be taught

25. Teaching Compliance Students must… Be fluent at expected behavior
Be taught conditions under which the expected behavior is required
Have multiple opportunities for high rates of successful academic and social engagement
Receive or experience frequent and positive acknowledgments when expected behavior is exhibited

26. Teaching Compliance Teachers must…
Have student’s attention, before presenting the directive or making a request
Give clear, specific, and positively stated directives
Provide frequent and positive acknowledgments when expected behavior is exhibited
Have established and taught consequence procedures for repeated noncompliance
Usually we stop with what students must do.
Don’t forget teachers’ responsibilities. How will you make sure ALL adults have the capacity to carry this out?

27. Final Thought
It is always important to remember that “if you inadvertently assist the student to escalate, do not be concerned; you will get another chance to do it right the next time around.”
Geoff Colvin
Remember: we have to know the function of the behavior and make that behavior ineffective and inefficient in order for the students to replace it with a more appropriate behavior they’ll keep doing it if it’s working for them)

28. Activity Read the vignette and respond to the questions.
Discuss examples from your school.
Why do you think this student is having trouble at school?
What triggers are occurring across this student’s day that continue to escalate his behavior?
Steps to Activity:
Part A:
Read Vignette out loud to whole group
Ask participants to read independently and silently
Discuss 2 questions in relation to Aaron (tell them you understand that they have limited information, that’s ok…see how far they can get with that info)
Part B:
Discuss 1 (and only 1) student that has frequent breakdowns
Brainstorm: why might this student be having difficultly at school? Triggers during the school day?
This is great example of the type of problem solving your PBIS Leadership Team has the capacity to do!

30. Idaho Positive Behavior Network
Katie Bubak-Azevedo
Director
Kelli Burnham
Associate Director
All participants will begin to receive IPBN Weekly Updates. Information alternates…every other week = upcoming events; every other week = implementation tips (feel free to forward these on to the rest of your staff)
Jennifer Tachell
Statewide Lead Tier 1 Coordinator
Jena Grenke
Statewide Tier 1 Coordinator
Jamie Marts
Statewide Tier 1 Coordinator

31. Website: https://csi.boisestate.edu/ipbn/
Contact Us!
Website:

32. Thank You!