Managing Escalating Behavior

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ManagingEscalating Behavior
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The Objectives

• Introductions
• Escalating Behavior
• Questions

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Anatomy of Escalating Behavior Cycles

• student and teacher behavior escalate in
  intensity
• student behaviors are followed by a consequence
  that becomes the antecedent for the next student
  behavior
• as consequences become more severe, student
  behaviors become more intense
• BREAK THE CYCLE

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Phases of Escalation
5. Peak
6. De-escalation
4. Acceleration
3. Agitation
7. Recovery
2. Trigger
1. Calm
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7 Phases
Calm

• Indicators
• Able to follow directions
• Able to stay on task
• Able to receive correction
• Able to set goals and develop plans

• Procedures
• Arrange for high rates of academic and social
  success
• Use positive reinforcement
• Teach critical skills
• Communicate high expectations
• Teach problem solving

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7 Phases
Trigger

• Indicators
• Conflicts with other persons
• Continued provocations
• Pressure
• Facing consequences
• Continued errors

• Procedures
• Remove from problem context
• Increase opportunities for success and
  reinforcement
• Prompt what has been taught

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7 Phases
Agitation

• Indicators
• Increased hand and eye movements
• Speech is intended to cut conversations short
• Decrease in on-task behavior
• Easily distracted from work

• Procedures
• Make structural or environmental modifications
• Provide reasonable options and contingencies
• Involve in successful activities

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7 Phases
Acceleration

• Indicators
• Questioning, arguing provoking
• Verbal abuse
• Intimidation
• Defiance, escape

• Procedures
• Remove all distracting / competing environmental
  factors
• Follow crisis management procedures
• Establish and follow through with bottom line
• Detach from student
• Escalation and self-control are negatively
  related
• Escalation is likely to run its course

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7 Phases
Peak

• Indicators
• Physical abuse or aggression
• Physical abuse towards self
• Physical abuse towards objects
• Severe tantrums, hyperventilation

• Procedures
• Focus on safety / minimize the peak
• Continue Acceleration phase procedures
• Room clear
• Restraint

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7 Phases
De-escalation

• Indicators
• Confusion (starting, stopping, moving)
• Attempts to reconcile
• Withdrawal
• Denial
• Blame projection
• Responsive to concrete directions

• Procedures
• Focus on removing excess confrontation
• Dont consequence
• Avoid confrontation
• Dont force return
• Emphasize starting over

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7 Phases
Recovery

• Indicators
• Willingness to resume work (w/o interaction)
• Subdued behavior in group work or with teacher
• Denial and defensive regarding the out of control
  behavior
• Reluctance to enter into discussions about the
  out of control behavior

• Procedures
• Follow through with consequences for problem
  behavior
• Reinforce displays of appropriate behavior
• Debrief
• Facilitate transition
• Debrief after consequencing
• Goal to increase more appropriate behavior

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Lets Look Again

• Calm
• Trigger
• Agitation
• Acceleration
• Peak
• De-escalation
• Recovery

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Big Ideas

• Teach appropriate behavior during the Calm
  escalation time is not teaching time
• Watch for Agitation and intervene
• Minimize the Peak and focus on safety
• Avoid confrontation in De-escalation
• Debrief and follow-through during Recovery

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Questions?
Resources
National Center on Positive Behavioral
Interventions and Supports www.pbis.org National
Center on Education Disabilities and Juvenile
Justice www.edjj.org