1. Managing Escalating Behavior Individual Tier II

2. Purpose PURPOSE Enhance understanding & ways of escalating behavior sequences 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

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 TeacherJason Jason, please turn in your assignment. What assignment? I finished it. I don’t have it with me now. You never believe me. F_____ you! Pulls away, glares, & raises fist as if to strike. The assignment you didn’t finish during class. Great, please turn it in now. You have a choice: turn it in or do it again. I guess you’ve made the choice to do it again. That’s disrespect…go to the office. Moves closer…& puts hand on J. shoulder. Make me.

7. The MODEL ◆ 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 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 Low

9. The MODEL High Low CALM ✱✱✱✱

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

11. Calming Strategies ◆ Breathing ◆ 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

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

25. The MODEL High Low DECELERATION

26. De-escalation Student displays confusion but with decreases in severe behavior ◆ Social withdrawal ◆ Denial ◆ Blaming others ◆ Minimization of problem 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.

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 AttentionAvoidanceObtain 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 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