The Escalation Cycle

1
The Escalation Cycle

• Interventions and Strategies
• for
• Students

2
The Escalation Cycle

• High

Peak
Acceleration
De-escalation
Agitation
Trigger
Recovery
Calm
Low
3
Functions of Behavior
4
Calm Phase

• Access problem behavior. (Triggers, function and
  history)
• Arrange of high rate of social and academic
  success.
• Positive reinforcement
• positive expectations
• Social Skill Development-
• relaxation, self management, problem solving

5
Triggers

• Repeated failures
• Frequent corrections
• Interpersonal conflicts
• Time lines
• Low rate of positive reinforcement
• Community based stressors
• i.e. Poverty, home based conflict

6
Interventions for TriggersPrevention and
Redirection

• Function of the problem behavior- what need is
  the student trying to get met?
• Reinstate in positive terms
• Focus on positive choices made by student.
• Remove or modify the problem- reframing
• Increase opportunities for success
• Reinforce calming strategies

7
Agitation

• Student exhibits unfocused or disorganized
  behaviors
• Off task
• Out of seat
• Talking or blurting out
• Social withdrawal
• Increased anxiety

8
Interventions for Agitation

• Consider the function of the problem behavior
• Make structural or environmental modifications
• Provide options and choices
• Involve in successful engagement
• Parallel activities
• Replacement behaviors
• Quiet space
• Thinking/ processing time

9
Acceleration and Peak Phases primary focus on
safety

• Student displays a high intensity of behaviors
• Threatening
• Verbal aggression
• Highly disruptive behaviors such as banging,
  yelling, destroying property, running
• Student has sense of lack of control over
  immediate circumstance and outcome

10
Interventions for Acceleration and Peak Phase

• Remove all triggers if possible
• Disengage from power struggles or verbal
  arguments
• If appropriate, follow crisis intervention
  procedure
• Provide alternative setting for de-escalation
• Refrain from using excessive language for
  communication

11
De-escalation

• Student may appear confused but behaviors are
  within the students control.
• Social withdrawal
• Denial
• Blaming
• Minimization of the problem
• Shame and/or sense of humiliation
• Need for physical space

12
De-escalation Interventions

• Intervention is focused on removing excess
  attention.
• Emphasis on starting anew
• Dont force apology
• Avoid blaming or focus on peak behaviors
• Focus on students ability to cope and refocus on
  positive change
• Allow for use of calming behaviors

13
The Recovery Phase

• Student may require space from group activity.
• Student may display eagerness to engage in
  replacement behaviors or activities.
• Attempts to correct the problem
• Social withdrawal and sleep
• Refusal to engage verbally
• Need for acceptance back into classroom setting.

14
The Recovery Process

• Debriefing facilitates transition back to the
  classroom without further negative consequences
• Consequences should be established prior to
  debriefing
• The goal is to increase more appropriate behavior

15
Strategies for Dealing with Anger for Students
and Teachers

• Take deep breaths
• Think of consequences
• Use self talk