1. Old Firehouse Teen Center
Escalating Behavior
Old Firehouse Teen Center

2. Signs of Escalating Behavior
Arguing
Non-Compliance
Verbal abuse
Disruption
Bothering others
Off task behavior
Destruction of property
Whining/Crying

3. Model of Escalating Behavior Chain

4. Phase 1- Calm Participant is cooperative. Accepts feedback
Follows directions
Ignores distractions
Accepts praise
On-task

5. Phase 2- Trigger
Participant experiences a series of unresolved problems.
Conflicts/Failures
Changes in routine
Pressure
Ineffective problem solving
Facing correction procedures

6. Phase 3- Agitation Behavior is unfocused and distracted. Off-task
Questioning/Arguing
Out of seat
Bothering others
Social withdrawal

7. Phase 4- Acceleration
Behavior is self-engaging leading to further negative interactions.
Questioning
Arguing
Threats
Non-Compliance
Irritation of others
Rule violations
When-Your-Child-is-Making-You-Angry.php?&key=Calm-Parenting

8. Phase 5- Peak Behavior is out of control creating safety concerns.
Physical aggression
Severe tantrums
Property destruction
Self-injury
Running
Screaming

9. Phase 6- De-Escalation Behavior shows confusion and lack of focus.
Withdrawal
Denial
Blaming others
May respond to specific directions

10. Phase 7- Recovery
Behavior shows an eagerness for busy work and a reluctance to interact.
Eagerness for independent work
Passive behavior
Defensive behavior
Sleep

11. Escalating Prompts Agitated behavior from staff (shouting)
Cornering the participant
Engaging in power struggles
Moving into participant’s space
Touching or grabbing the participant
Sudden or very quick responses
Arguing or becoming defensive
Body language that communicates frustration or anger toward participant

12. Staff Responses Speak calmly Speak privately Minimize body language
Keep a reasonable distance
Give the participant space
Speak respectfully
Be brief
Establish eye contact

13. Calming Techniques for Participant
Make sure teen knows what the expectations are
Attempt to redirect participant to an alternative activity
If teen continues to have a tantrum, tell him/her to STOP in a calm voice
Just say STOP without adding any extra words or phrases

14. Calming Techniques for Participants
If he/she does not stop, provide some physical redirection to an area where he or she can calm down
You can call it the cool down area or the safe place
Eliminate any extras in the area such as toys, games, objects
Have participant sit alone away from other participants
Tell participant 5 minutes before he or she can get up

15. Factors that Contribute to Disruptive Behaviors
Creating penalties on-the-spot for misbehavior rather than discussing the consequences with the participant before behaviors happen.
Saying “Stop playing with your pencil.” Instead say, “Please hand me your pencil.”
Using too many stop messages “Stop talking.” Use start messages “Please start being quiet.”
Put-downs “You are being lazy.” Threats “If you keep this up, I am going to take away your game.”

16. Factors that Contribute to Disruptive Behaviors
Using aggressive “you” messages that attack the teen’s character. “You never think before you act.”
Using criticism that is permanent. “You never listen.”
Not giving choices to the participant. “Play this game now.” Instead say, “Either play your game quietly or go chill out for 5 minutes.”
Using vague commands, “Knock it off!”
Mirroring the teen’s behaviors by yelling or being sarcastic.

17. References
Colvin, G (2004). Managing the cycle of acting-out behavior in the classroom. Eugene, Oregon: Behavior Associates.
Colvin, G. (2006). Understanding and Managing Angry-Aggressive Behavior presentation,
Colvin, G. & Sugai, G. (1989) Understanding & Managing Escalating Behavior presentation,
Mahony, T. (2003). Words work! How to change your language to improve behaviour in your classroom. Retrieved November, 9, 2012, from
Martinez, S (2007). Managing the cycle of escalating behavior [PowerPoint Slides]. Retrieved from:

18. References
My Aspergers Child. Blogger. Retrieved November 6, 2012, from
Sprague, J. & Golly, A. (2005). Best behavior: Building positive behavior support in schools. Longmont, Colorado: Sopris West.
Sprick, R. Garrison, M. & Howard, L. (1998). CHAMPs: A proactive and positive approach to classroom management. Longmont, CO: Sopris West.