1. Understanding Challenging Behavior
Amy Leishear, Elementary Behavior Specialist
Aimee Meyer, Elementary Behavior Specialist
Terri Bednarik, Elementary Low Incidence Specialist
Session 1
Welcome to session one of Understanding Challenging Behavior

2. What impact will adult response have on a child's behavior?
AACPS Division of Special Education Para-educator Training Videos   Pre Assessment
Name:
School:
Date:
What do you think are the four levels of behavior that a student may have?
What impact will adult response have on a child's behavior?
Why would a student question an adult?
Why should the adult develop a therapeutic rapport with the student?
Why is it important to remain calm when a student is losing control?

3. The Big Picture
Identify the four levels of student behavior and the corresponding staff attitudes and approaches that are most appropriate at each level.
Identify best practices for utilizing verbal intervention strategies to address challenging behavior.
In this session we will be discussing the four levels of student behavior and the corresponding staff attitudes and approaches that are most appropriate at each level as well as best practices for utilizing verbal intervention strategies to address challenging behavior.

4. An Integrated Experience
The concept that the behaviors and attitudes of staff members have an impact on the behaviors and attitudes of students and vice versa….
When looking at challenging behavior, it is first important to understand the concept of the Integrated Experience. The integrated experience is the concept that the behaviors and attitudes of staff members impact on the behavior and attitudes of students and vice versa. Basically, what people say and do impact what others say and do.

5. Crisis Development Model
Crisis Development/Behavior Levels Staff Attitudes/Approaches
Anxiety Supportive
Proxemics (personal space)
Kinesics (body language)
Paraverbal Communication
Definitions
Anxiety: a noticeable increase or change in behavior (pacing, wringing of the hands, finger drumming, etc…)
Supportive: an empathic, nonjudgmental approach attempting to alleviate anxiety.
With the idea of an integrated experience in mind, we will be looking at the different levels of student behavior and the corresponding staff attitudes and approaches that are most appropriate and effective at each level.
In the initial stage of crisis development or behavior escalation, students will often show some kind of sign of anxiety. It will be easier to identify anxious behaviors in those students you know well because a change from that person’s typical behavior will be more apparent to you. Some examples of anxious behaviors that you may observe include pacing, wringing of the hands, finger drumming, pencil tapping and so on. Some students who are typically outgoing may begin to withdrawal.
When students are showing signs of anxiety, the staff approach should be a supportive one. We can be supportive by using positive language and by approaching the student with an empathic, nonjudgmental attitude.
Pay close attention to students’ need for personal space. Some students feel comforted by an adult in close proximity, but for others it can produce even more anxiety and they may require more personal space than usual.
Also watch what your body language is communicating. Body language, or kinesics, includes posture and movement. There are times when our body language does not match the words that we are saying. For example, sometimes when we are in a rush or feeling stressed, we may chose to use supportive words but our body may communicate our own stress and anxiety. Body language that is not consistent with verbal messages or communicates confrontation or challenge will likely increase anxiety.
This can also be true of our paraverbal communication which includes the volume, tone, and cadence, or rate of speed, of our voice. It is important to be mindful that our body language and paraverbal communication match the verbal messages we are trying to spend. When they do not, the student’s anxiety is often escalated even further.
As stated earlier, it will be easier to identify anxious behaviors in those students you know well. Building relationships with those in your care will be a great asset in identifying anxiety and, therefore, intervening early.

6. Crisis Development Model
Crisis Development/Behavior Levels Staff Attitudes/Approaches
Anxiety Supportive
Defensive Directive
Definitions
Defensive: the beginning stage of loss of rationality. At this point an individual often becomes belligerent and challenges authority
Directive: an approach in which staff members take control of potentially escalating situation by setting limits
In the next stage of crisis development or behavior escalation, students will often become defensive in their responses to the demands placed on them. They are beginning to lose rationality and may become belligerent or challenge authority. Behaviors in this stage are typically verbal, although there are some exceptions for non-verbal students. Examples of behaviors at this stage include questioning, refusing, verbally exploding or trying to intimidate others with verbal threats and verbal explosions.
Students with limited or no verbal expression in this stage may shut down, push away materials, walk away, threaten self injurious behavior or threaten others through physical displays.
When students display these types of behaviors, best practice is to set limits and expectations while avoiding a verbal power struggle. Restating directives or requests and in a calm and non-emotional manner is often effective. This may come in the form of “if … then” statements, visual cues or reminders of incentives and consequences already in place.

7. Crisis Development Model
Crisis Development/Behavior Levels Staff Attitudes/Approaches
Anxiety Supportive
Defensive Directive
Acting-Out Person Nonviolent Physical Crisis Intervention
Definitions
Acting-Out Person: the total loss of control which often results in a physical acting-out episode.
Nonviolent Physical Crisis Intervention: Safe, nonharmful control and restraint techniques used to control an individual until he can regain control of his behavior: Used only as a last resort, when an individual presents a danger to self or others.
In the next stage of crisis development or behavior escalation, students physically act out and may be a danger to themselves or others. There is a total loss of rationality at this point. Some examples of behavior at this stage include throwing or destroying materials, hitting, kicking, climbing on furniture, self-injurious behavior, and so on. If behavior does become a danger to themselves or others staff utilize safe, non-harmful control and restraint techniques used to safely manage an individual until he or she can regain control of his or her behavior. These techniques are taught in professional development offerings and are used only as an absolute last resort to maintain safety. Nonviolent passive restraint should never be used for compliance that is not directly related to safety.

8. Crisis Development Model
Crisis Development/Behavior Levels Staff Attitudes/Approaches
Anxiety Supportive
Defensive Directive
Acting-Out Person Nonviolent Physical Crisis Intervention
Tension Reduction Therapeutic Rapport
Definitions
Tension Reduction: decrease in physical and emotional energy which occurs after a person has acted out, characterized by the regaining of rationality.
Therapeutic Rapport: an attempt to re-establish communication with an individual who is experiencing Tension Reduction
The final stage of the Crisis Development Model is tension reduction. In this stage there is a decrease in physical and emotional energy, or a return to “typical” behavior for an individual, which occurs after a person has acted out. This is characterized by the regaining of rationality. Some behaviors that may be seen at this stage include crying, sleeping, apologizing, chit chat, coming out of withdrawal, and the ability to follow directions.
The most appropriate staff response at this stage is to attempt to develop a therapeutic rapport once the student has calmed totally. This is an attempt to re-establish communication with an individual who is experiencing tension reduction following a crisis. This can be accomplished by going through a series of steps that include orienting everyone to the facts of what occurred, identifying patterns of behavior and associated outcomes, investigating behavioral alternatives with the student, negotiating a contract for behavioral change and adult support and giving the student a sense of responsibility for their behavioral choices as well as your support for the future.
As stated earlier, it will be easier to identify true tension reduction in those students you know well. Building trusting and caring relationships with those in your care is the best intervention to prevent and address challenging behavior.

9. Verbal Escalation Continuum
Defensive
1. Questioning
Questioning:
A. Information seeking
B. Challenging
Interventions
A. Rational response
B. Redirect/restate original direction (avoid a power struggle)
There are two main ways that students act out. Students can act out verbally or physically. In the second stage of the Crisis Development Model, we discussed that students become defensive and that the most effective staff approach is to be directive. Within this stage we find the Verbal Escalation Continuum. This continuum does not necessarily occur in any specific order and the numbers show on the graphic are for reference points only. Not every student will display behaviors at each level we will discuss.
Sometimes when students become defensive they begin to question. The question may be a simple information seeking question or it may be more of a challenge. An information seeking question may sound something like, “Where’s my Math book?” or “What time is it?”. When these types of questions are presented they may be meant as a distraction away from the task or request at hand. On the other hand, they may actually just want to know the answer. In either case, the best intervention to deal with information seeking questions is simply to answer it and move on.
A challenging question is a bit different. This may sound something like, “So, you think you can make me do this work?” or “What are you going to do if I don’t do it?”. These types of questions are best addressed by clear limit setting. As mentioned earlier, this may come in the form of “if … then” statements, visual cues or reminders of incentives and consequences already in place. Communication when responding to challenging questions should be kept short, clear and calm in nature and at all costs power struggles should be avoided.

10. The CPI Verbal Escalation Continuum
2. Refusal
Defensive
1. Questioning
2. Refusal:
Slight loss of rationality/noncompliant
Interventions
*setting limits (choices and consequences) with follow through
* allow processing time
Another stage in the Verbal Escalation Continuum involves refusal. In this stage a student will verbally refuse to follow directions. A student may say something like, “I’m not doing it!” or “I’m not leaving!”. This is the time to set limits that are clear, simple, reasonable and enforceable. It is a time for providing choices and consequences in a calm and supportive manner. It is also important to remember that allowing additional processing time is always needed when dealing with an individual who’s behavior is escalating.

11. The CPI Verbal Escalation Continuum
3. Release
2. Refusal
Defensive
1. Questioning
3. Release:
Venting, letting off steam
Interventions
Allow them to vent and listen to what they have to say
Sometimes a student begins to release their feelings verbally in ways that can be quite explosive and disruptive. Don’t forget that students acting defensively have begun to lose rationality. When working with a student who is releasing verbally, allow them to vent in an appropriate place and listen to what they have to say. What they say at this point can offer a window into what is truly bothering them and perhaps lead to possible solutions or effective interventions. It may be necessary during this stage to remove any “audience” present; particularly other students.

12. The CPI Verbal Escalation Continuum
3. Release
4. Intimidation
2. Refusal
Defensive
1. Questioning
4. Intimidation:
Threatening self or others
Interventions
Take them seriously and seek assistance
There are times when a student may resort to verbal intimidation to express their feelings or to get their needs met. Verbal intimidation comes in the form of threats to self or others. This may sound something like, “I’m going to hurt myself!” or “I’m going to slash your tires!”. Again, keep in mind that students acting defensively have begun to lose rationality and this is not a time for long lectures or threats of punishment. This is a time to take what students say seriously, document what occurs and seek assistance from your team. This does not mean that a crisis team must rush in, but rather a time to seek assistance by alerting others on your team that a crisis is building and having colleagues nearby for quick intervention if the need arises.

13. The CPI Verbal Escalation Continuum
3. Release
4. Intimidation
2. Refusal
Defensive
5. Tension Reduction
1. Questioning
5. Tension Reduction:
Regained rationality; decrease in energy
Interventions
* Therapeutic rapport
* Document incident
The final stage of the Verbal Escalation Continuum is Tension Reduction. In this stage there is a decrease in physical and emotional energy, or a return to “typical” behavior for an individual, which occurs after a person has acted out. This is characterized by the regaining of rationality. Some behaviors that may be seen at this stage include crying, sleeping, apologizing, chit chat, coming out of withdrawal, and the ability to follow directions.
As we discussed earlier, the most appropriate staff response at this stage is to attempt to develop a therapeutic rapport. This is an attempt to re-establish communication with an individual who is experiencing tension reduction following a crisis.

14. Keys to Setting Limits Limits should be simple and clear
Limits should be reasonable
Limits should be enforceable
Setting limits was a strategy mentioned throughout the first two stages of the Crisis Development Model. This strategy can be highly effective as long as the adult setting the limits remembers a few important things.
First, limits should be both simple and clear. A basic rule about setting limits is that less is more. Directives should be given in short, clear statements and in a calm manner.
Also, limits that are set must be reasonable. They should be reasonable in terms of the child’s developmental stage and their ability to comply. Limits should also be reasonable in that the related reinforcer or consequence is meaningful to the student and reasonable in relation to the behavior expected.
Last, limits must absolutely be enforceable. Never set a limit that has a reinforcer or consequence that cannot be delivered. When a set reinforcer or consequence is not delivered, it makes it that much harder to address the undesired behavior. In fact, it is likely that there will be an increase in the very behavior you would like to replace.
Setting limits can be a very effective strategy to address challenging behavior when they are simple, clear, reasonable, enforceable and delivered in a calm and supportive manner.

15. Verbal Intervention Tips and TechniquesDo
Stay calm
Be supportive
Monitor paraverbal
Give choices/consequences
Avoid power struggle
Redirect
Listen
Be aware of kinesics/proxemics
Don’t
Overreact
Threaten
Be judgmental
Use sarcasm
Invade personal space
Make false promises
Give too many choices
While utilizing verbal intervention strategies to deescalate a crisis situation try to keep the following things in mind.
Stay calm. Students can often pick up fear and anxiety in your words, voice and body language.
Be supportive. Show this in your words, voice and body language. Remember that your goal is to support and promote learning, not to control and punish.
Monitor your paraverbals. Be sure that your words match how you say them.
Give choices/consequences in a calm, clear and simple manner. Be sure that the choices, reinforcers and consequences are reasonable and enforceable.
Avoid power struggles at all costs. They only serve to reinforce the undesired behavior and takes the focus off of the choices that the student is making. It sets up a feeling of “me verses you”
Redirect inappropriate behavior through limit setting
Listen to what the student is saying through their words and actions. This gives invaluable information as to what the student is experiencing and can guide you toward effective interventions.
Be aware of your kinesics and proxemics to avoid escalating the situation.
Don’t overreact. This almost always escalates a crisis situation.
Don’t threaten. Long term threats are ineffective and only serve to set up power struggles
Don’t be judgmental. The goal is to support and to help students learn from their behavior. Remember that a relationship is the best intervention to address challenging behavior.
Don’t use sarcasm. Although a form of humor, it is quite sophisticated and is often perceived by student as someone making fun of them. This will definitely escalate behavior.
Don’t invade a student’s personal space. It is important to be aware that personal space will differ for each student.
Do not make false promises. This will back fire and future promises of reinforcers or consequences will be quickly dismissed by the student and will lose their effectiveness.
And lastly, don’t give too many choices. Provide choices in a calm, clear and simple manner. Less is more.

16. Physiological factors (lack of sleep, hunger)
Precipitating Factors: Internal and external causes for acting out behavior that staff have little or no control over.
Loss of power
Displaced anger
Fear
Failure
Physiological factors (lack of sleep, hunger)
Psychological factors (mental illness, medication)
It is also important to remember that students come to school with many issues out of our control that significantly impact their time with us. It is not particularly useful to spend too much time focusing on these precipitating factors as excuses for a student’s behavior; however, it can be extremely helpful to understand how they may impact the student in the school setting as well as how they may impact the interventions in place to support the student.
Some examples of precipitating factors include loss of power, displaced anger, fear, repeated failure, physiological factors and psychological factors.
Know their story. It is difficult to empathize and build a trusting and caring relationship unless you know where a person is coming from and what stressors are impacting their life.

17. * hobby * someone to talk to * exercise * self-care * social life
Rational Detachment: Staff maintains control of his or her own behavior. Don’t take acting-out behavior personally.
* hobby
* someone to talk to
* exercise
* self-care
* social life
We have talked a great deal about caring for our students but it is just as important to care for yourself. The concept of Rational Detachment gives us a mindset to do this. First, it is critical not to take acting-out behavior personally. When this is accomplished it is much easier for staff to maintain control of their own behavioral responses to students’ challenging behavior. Some suggestions for developing and/or maintaining rational detachment is to have hobby, have someone to talk to, exercise, take care of yourself physically and mentally and have a social life. Taking care of yourself and having a healthy level of rational detachment enables you to provide a more effective level of care and support for your students.

18. The Big Picture
Identify the four levels of student behavior and the corresponding staff attitudes and approaches that are most appropriate at each level.
Identify best practices for utilizing verbal intervention strategies to address challenging behavior.
In this session focused on the four levels of student behavior and the corresponding staff attitudes and approaches that are most appropriate at each level as well as best practices for utilizing verbal intervention strategies to address challenging behavior. Understanding the Integrated Experience helps us to be more aware of ourselves as we deal with students in crisis and assists us in choosing appropriate and proactive interventions.

19. Define the integrated experience.
AACPS Division of Special Education Para-educator Training Videos   Post Assessment
Name:
School:
Date:
Define the integrated experience.
List at leaste three behaviors that you may observe in a student when they are becoming anxious.
What is the Crisis Development Model?
Communication when responding to challenging questions should be ________________________________________________________ ________________________________________________________
Define Rational Detachment.