1. Responding to Non-Responders: Managing Escalations
Colvin & Sugai, 1989

2. 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.

3. Enhance understanding & ways of escalating behavior sequences
PURPOSE
Enhance understanding & ways of escalating behavior sequences
Understanding
Best practice
Considerations
Your action planning

4. Supporting Social Competence &
Integrated
Elements
Supporting Social Competence &
Academic Achievement
OUTCOMES
Supporting
Decision
Making
Supporting
Staff Behavior
DATA
SYSTEMS
SWPBS is also not just about “behavior management”
It’s about doing business in ways where there is equal and integrated emphasis on 4 key elements:
Data = Making decisions based on real and measurable data or information
Outcomes = Selecting educationally important and measurable goals and objectives that are based on the data
Practices = Selecting evidence-based behavioral interventions that have proved to achieve those outcomes
Systems = Arranging teaching and learning environments so these practices can be implemented in relevant, efficient, and accurate ways.
PRACTICES
Supporting
Student Behavior

5. ALL SOME FEW Tertiary Prevention: Specialized CONTINUUM OF
Individualized
Systems for Students with High-Risk Behavior
CONTINUUM OF
SCHOOL-WIDE
INSTRUCTIONAL &
POSITIVE BEHAVIOR
SUPPORT
FEW
~5%
Secondary Prevention:
Specialized Group
Systems for Students with At-Risk Behavior
~15%
SOME
Primary Prevention:
School-/Classroom-
Wide Systems for
All Students,
Staff, & Settings
SWPBS organizes its behavioral interventions along a continuum of behavior support.
Like the logic of “response to intervention” (RtI), SWPBS starts by providing the most appropriate and effective behavioral interventions for all students (Primary), and then provides more specialized and intensive interventions for those students whose behaviors do not respond (secondary/tertiary).
ALL
~80% of Students

6. ASSUMPTIONS Behavior is learned (function).
Behavior is lawful (function).
Behavior is escalated through successive interactions (practice).
Behavior can be changed through instructional approach.

7. Functions
Pos Reinf
Neg Reinf

8. 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).

9. The MODEL
High
Low

10. The MODEL High Peak Acceleration De-escalation Agitation Trigger Calm
Recovery
Low

11. The MODEL
High
Low

12. The MODEL
High
Low

13. The MODEL
High
Low

14. The MODEL High Peak Acceleration De-escalation Agitation Trigger Calm
Recovery
Low

15. The MODEL
High
Low
CALM


16. 1. Calm Student is cooperative. Accepts corrective feedback.
Follows directives.
Sets personal goals.
Ignores distractions.
Accepts praise.

17. Calm Intervention is focused on prevention. Assess problem behavior
Triggers
Function
Academic & behavioral learning history
Arrange for high rates of successful academic & social engagements.
Use positive reinforcement.
Teach social skills.
Problem solving
Relaxation strategy
Self-management
Communicate positive expectations.

18. The MODEL
High
TRIGGER 
Low

19. 2. Trigger Student experiences a series of unresolved conflicts.
Repeated failures
Frequent corrections
Interpersonal conflicts
Timelines
Low rates of positive reinforcement

20. Trigger 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.

21. The MODEL
High
AGITATION 
Low

22. 3. Agitation Student exhibits increase in unfocused behavior. Off-task
Frequent start/stop on tasks
Out of seat
Talking with others
Social withdrawal

23. Agitation Intervention is focused on reducing anxiety.
Consider function of problem behavior in planning/implementing response.
Make structural/environmental modifications.
Provide reasonable options & choices.
Involve in successful engagements.

24. The MODEL
High
ACCELERATION
Low

25. 4. Acceleration Student displays focused behavior. Provocative
High intensity
Threatening
Personal

26. Acceleration Intervention is focused on safety. Remember:
Escalations & self-control are inversely related.
Escalation is likely to run its course.

27. Acceleration Remove all triggering & competing maintaining factors.
Follow crisis prevention procedures.
Establish & follow through with bottom line.
Disengage from student.

28. The MODEL
High
PEAK
Low

29. 5. Peak
Student is out of control & displays most severe problem behavior.
Physical aggression
Property destruction
Self-injury
Escape/social withdrawal
Hyperventilation

30. Peak Intervention is focused on safety.
Procedures like acceleration phase, except focus is on crisis intervention

31. The MODEL
High
DECELERATION
Low

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

33. De-escalation Intervention is focused on removing excess attention.
Don’t nag.
Avoid blaming.
Don’t force apology.
Consider function of problem behavior
Emphasize starting anew.

34. The MODEL
High
RECOVERY 
Low

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

36. Recovery Follow through with consequences for problem behavior.
Positively reinforce any displays of appropriate behavior.
Intervention is focused on re-establishing routines activities.

37. Recovery
Debrief
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.

38. Recovery Problem solving example: 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?

39. The MODEL High Peak Acceleration De-escalation Agitation Trigger Calm
Recovery
Low

40. 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.

41. 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 & serve similar function.

44. FINAL THOUGHT Geoff Colvin (1989):
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.”

45. 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 & social engagement.
Receive or experience frequent & positive acknowledgments when expected behavior is exhibited.

46. Teachers must…
Have student’s attention, before presenting the directive or making a request.
Give clear, specific, positively stated directives.
Provide frequent & positive acknowledgments when expected behavior is exhibited.
Have established & taught consequence procedures for repeated noncompliance.

47. Attention 1 Minute Please Escalating Behavior Spokesperson 7 minutes
Review features & steps of “Escalating Behavior” model
Discuss extent to which escalating behavior is or could be issue in your school
Identify 2-3 strategies & systems for addressing escalating behavior
Report 2-3 “big ideas” from your team discussion (1 min. reports)

48. Attention 1 Minute Please Action Planning (3:00) Review “big ideas”
Content from today
Action plan (what, when, how, who)
Previous action plan
School data
Logistics
Develop report for staff
Distribute action plan
Schedule next team meeting date
Report 2-3 planned activities from your team action planning (1 min.)
1 Minute
Attention
Please