Prevention, Power Struggles, De-escalation, and Correction Procedures

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Prevention, Power Struggles, De-escalation, and
Correction Procedures

• Exceptional Education/Student Services
• Behavioral Supports
• October 2012

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Is managing student behavior easy?
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Myths.

• Dont Smile Until Christmas
• Let em know whos boss
• If you have a rich enough curriculum you wont
  have to worry about discipline

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The Reality

• There are no simple solutions.
• Punitive consequences are not enough.
• Role-bound power is not enough.
• Wishing and hoping are not enough.
• There are techniques and strategies that can
  improve student behavior, attitude, and
  motivation.

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Hard Facts

• For every year a behavior is in place it takes at
  least one month for that behavior to have a
  significant change.
• Most children comply with the rules 80 of the
  time. However, they are only complimented for
  their behavior less than..

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• 2 of the time

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Stages of Behavior
Peak
Agitation
Recovery
Calm
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Calm
Smooth Sailing!
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Stable Functioning (Calm)

• On task
• Follows rules and expectations
• Feelings are appropriate
• Physical demeanor appears relaxed
• Responds to praise
• Socially appropriate

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Time to teach

• Rules
• Expectations
• Social Skills
• Anger Control

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Agitation
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Agitation student behavior

• Non-conversational
• Busy hands
• In and out of area
• Off/On task
• Stares into space
• Withdraws from group

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Agitation-Teacher behavior

• Give student space and time
• Offer preferred activities
• Stay near
• Give opportunity for movement

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Acceleration!
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Acceleration-student

• Questioning and arguing
• Non-compliance/defiant
• Off task often
• Provoking other students
• Whining and crying
• Avoidance and escape
• Verbally abusive towards peers and staff

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Acceleration-teacher

• Avoid escalating prompts
• Maintain calmness, show respect and detachment
• Watch body language and facial expression
• Allow a way out

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Peak !
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Peak-student

• Physical Aggression
• Self abuse
• Tantrums
• Yelling
• Running
• Withdrawal/Shut down

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Peak-teacher

• Not the time to ask questions or lecture
• Use short term interventions
• Be cautious
• If needed, call for back-up
• Give student a way out
• Be considerate, yet be firm
• Offer to listen to the problem

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Recovery
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Recovery-student

• Ready for independent work
• Defensive
• Avoidance of de-briefing
• Subdued in class work

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Recovery-teacher

• Provide a strong focus on normal routines
• Return to regular activity
• Do not negotiate on consequences
• Communicate the expectation so that the student
  can succeed
• Establish a plan that includes specific steps
• Seek to reach closure to a situation
• Give calm, low key positive feedback

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What is Needed to Address Challenging Behaviors?
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Be Proactive!Use With-it-ness Be aware - Be
Mentally Present

• Be ready where problems might occur
• Resources
• Playground
• Cafeteria
• Reading

• Be ready when problems might occur
• Transition
• Dismissal
• Think about who might have problems
• Certain personalities together

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Expectations Must Be Taught

• Pre-teaching skills in advance minimizes later
  difficulty with the skill performance and
  increases desired behaviors and calm/on task
  functioning.

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Question for you.

• If a child has a problem with reading would you
• --send them away?
• Badger?
• Ridicule?
• Use time-out?
• Yell?
• Use physical force?

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We need to teach behavior the same way we teach
reading, math, science, etc.
Teach
Model
Practice
Praise
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Reasons for Inappropriate BehaviorPhysical?

• Hunger?
• Sick?
• Lack of Sleep?

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Reasons for Inappropriate Behavior? Emotional?

• Is the student upset about something?
• Trouble at home?
• Difficulty with peer?

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Think about what the student is getting out of
the behavior.

• We suspended him for 9 days!
• I send him to the office.
• If the behavior is maintained or escalates it is
  being reinforced by the consequence!

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The reason they do what they do..

• Getting
• Attention from you through
• Lectures
• Redirects
• Sent out of class
• Attention from peers
• Access to reinforcers

• Getting out of
• Escape/Avoid
• tasks or compliance through time-away
• People through time-away

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Determine what the student is getting out of the
behavior.

• Figure out a replacement behavior that will serve
  the same function (purpose) as the target
  behavior.
• Escape- Student will take a break.
• Attention- Student will raise hand for teacher
  attention. (Teacher should give attention for
  appropriate behaviors)

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Look for the flowers in your classroom!
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How do you figure out the reason behind the
behavior?
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Think about how you react to behaviors in your
classroom or with your students.
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Remember If a student is pushing your buttons

• You are delivering goods.

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Teacher behavior affects student behavior.

• With any chronic problem, analyze ratios of
  interactions.
• Is the student getting more attention for
  negative behavior than for positive behavior?

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The quickest way to change behavior.in anyone.
Point out what they are doing right..........
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Research indicates that you can improve behavior
by 80 just by pointing out what someone is
doing correctly.
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Praise

• Specific
• Pivot Praise
• Ratio of praise at least
• 3 positives to 1 negative even better
• 51

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Hints for de-escalating a conflict

• Take a deep breath to stay relaxed
• Look the student in the eye, with both of you
  sitting or standing
• Speak softly and slowly
• Keep your legs and arms uncrossed. Keep lips and
  fists relaxed
• Remind self and student, we can find a win-win
  solution to this

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Language

• How you say what you say
• Non-verbal 55, Para-verbal38, Verbal 7.
• Tone Avoid sarcasm and impatience
• Volume-Appropriate to student and situation
• Cadence Use an even rate

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Language choice

• Flexible Words
• Words that de-escalate a conflict maybe,
  perhaps, sometimes, what if, it seems like, I
  feel, I think, and I wonder.

• Rigid Words
• Words that escalate a conflict never, always,
  unless, cant, wont, dont, should, and shouldnt

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• Use I messages
• Paraphrase what the other has said, asking for
  clarification as necessary
• Really listen to what the student is saying with
  the goal of understanding his/her point of view

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When redirecting a student, remember to keep in
mind the goal. What is it you want the student to
do? Think about that students self esteem when
talking to him/her.
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Redirect

• Speak to the student as privately as possible
• Remember not to ask WHY student is performing a
  specific behavior
• Say the positive behavior you want the student to
  perform. Ex Instead of telling a student to
  stop running simply say, walk.
• When the student displays the desired behavior,
  praise him/her.

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Gentle Verbal Redirections

• They are short.
• They are given when you are physically
• near misbehaving students not from across
  the room.
• Their tone and content are respectful.
• They are clear and unequivocal.
• They state the expected behavior, rather than
  accusing the student(s) of the misbehavior.

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Quick Error Corrections

• Your error corrections should be
• contingent occur immediately after the
  undesired behavior
• specific tell learner exactly what they are
  doing incorrectly and what they should do
  differently in the future
• brief after redirecting back to appropriate
  behavior, move on

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Explanations

• When you are correcting/redirecting a student,
  briefly explain why in a way that is appropriate
  for his age. Ask him if he understands the reason
  why he has been corrected/redirected so that the
  message hits home.

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Power Struggles!
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Offer Choices

• To avoid power struggles, remember to offer
  positive choices.

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Examples of Choices

• Would you rather have homework Monday through
  Wednesday or Wednesday through Friday?
• Feel free to turn in your assignment tomorrow
  either at the beginning of class or at the end.
• Would you rather listen without interrupting or
  choose another place to be right now?
• Youre welcome to wear your coat or carry it with
  you.

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Positive/Supportive Approaches

• FREQUENT positive feedback
• Pick battles wisely
• Emphasize positive outcomes of effort rather than
  threaten with negative
• Avoid power struggles
• GIVE UP THE LAST WORD!!

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Praise and Rewards

• The best rewards are attention, praise and love.
  Find out what your student enjoys and then use
  that to back up a pattern of good behavior.
• Use a positive behavior system such as token
  economies, treasure box, or classroom store.
  Allow the student to earn rewards for exhibiting
  appropriate and desired behavior.

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Remember.

• In order to help students choose positive
  behaviors, we need to have things in place to
  reinforce the positive behaviors they exhibit.

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Thank You
for being a wonderful audience!
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Resources

• Dr. Laura Riffel, PBIS
• Randy Sprick, Champs
• Professional Crisis Management, Inc.