Phases of Acting-Out Behavior and De-Escalation Strategies

1
Phases of Acting-Out Behavior and De-Escalation
Strategies

• Materials taken from Colvin
• Prepared by DSM trainers(Joy Wiebers, Suzann
  Wilson)

2
Three Basic Beliefs

• PREVENTION is the KEY to CHANGE
• We must have MULTIPLE APPROACHES
• Take an ACADEMIC APPROACH

3
Objectives

• 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).
• Team discussions to identify strengths and areas
  of growth.

4
Teacher Jason







Jason, please turn in your assignment.
What assignment?
The assignment you didnt finish during class.
I finished it.
Great, please turn it in now.
I dont have it with me now.
You have a choice turn it in or do it again.
You never believe me.
I guess youve made the choice to do it again.
Make me.
Thats disrespectgo to the office.
F_____ you!
Pulls away, glares, raises fist as if to strike.
Moves closer puts hand on J. shoulder.
5
Purpose

• Enhance our understanding of ways of responding
  to escalating behavior sequences.
• Student ltgt Teacher
• Teacher ltgt Teacher
• Teacher ltgt Parent
• Child ltgt Parent
• Teacher ltgt Administrator
• Etc., etc., etc.

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
The MODEL
High
Peak
Acceleration
De-escalation
Agitation
Recovery
Trigger
Calm
Low
Managing the Cycle of Acting-Out Behavior in the
Classroom By Dr. Geoff Colvin
8
The MODEL
High
Low
9
The MODEL
High
Peak
Acceleration
De-escalation
Agitation
Trigger
Calm
Recovery
Low
Managing the Cycle of Acting-Out Behavior in the
Classroom By Dr. Geoff Colvin
10
The MODEL
High
Low
CALM ????
11
1. Calm

• Student is cooperative.
• Accepts corrective feedback.
• Follows directives.
• Sets personal goals.
• Ignores distractions.
• Accepts praise.

12
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.

13
Calm Phase

• Teach procedures while students are in the calm
  phase
• Possible procedures
• Entering the classroom
• Getting to work immediately
• How to ask for help
• Bathroom procedures

14
Functions of Behavior
15
The MODEL
High
TRIGGER ??
Low
16
2. Trigger

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

17
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.
• Focus on what the student does right.

18
The MODEL
High
AGITATION ?
Low
19
3. Agitation

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

20
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.

21
The MODEL
High
ACCELERATION
Low
22
4. Acceleration

• Student displays focused behavior.
• Provocative
• High intensity
• Threatening
• Personal

23
Acceleration

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

24
Acceleration

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

25
The MODEL
High
PEAK
Low
26
5. Peak

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

27
Peak

• Intervention is focused on safety.
• Use the same procedures as used in the
  acceleration phase
• Focus is on crisis intervention

28
Preventing Power Struggles

• Ignore or Delay Responding
• Request VS. Demands
• I statements -- GOOD or BAD?

• Choose the right time
• Start off positive praise
• Would you listen to yourself?
• Stay calm (at least appear calm)

29
The MODEL
High
DECELERATION
Low
30
6. De-escalation

• Student displays confusion but with decreases in
  severe behavior.
• Social withdrawal
• Denial
• Blaming others
• Minimization of problem

31
De-escalation

• Intervention is focused on removing excess
  attention.
• Dont nag.
• Avoid blaming.
• Dont force apology.
• Consider function of problem behavior
• Emphasize starting anew.

32
The MODEL
High
RECOVERY ?
Low
33
7. Recovery

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

34
Recovery

• Debrief
• Debriefing facilitates transition back to
  classroom without further negative consequences
• Debriefing follows consequences for problem
  behavior
• The goal is to increase more appropriate behavior

35
Strategies for Dealing with Anger

• Take Deep Breaths
• Think of the consequences
• Use self-talk
• Remove yourself
• Count to 10
• Visualize something positive
• Plan Ahead

36
The MODEL
High
Peak
Acceleration
De-escalation
Agitation
Recovery
Trigger
Calm
Low
Managing the Cycle of Acting-Out Behavior in the
Classroom By Dr. Geoff Colvin