Managing the Cycle of Escalating

Behaviorpresented by

Sylvia Martinez, NCSPDistrict Behavior Specialist

Division of Special EducationLos Angeles Unified School District

California Association of School Psychologists2007 Convention

Los Angeles, CaliforniaMarch 10, 2007

Outcomes

Participants will: Identify the seven phases of escalating

behavior Identify proactive, preventative strategies

that may decrease the occurrence of escalating behavior

Identify ways to intervene during each phase of the cycle

Develop a plan for maintaining self control

Carousel Activity How can you prevent acting-out

behavior? How can you tell when a student’s

behavior is escalating? What do you do when a student is

acting out? How do you deal with a student

who is fully escalated?

Video Clip

Think/Pair/Share

What can the teacher do now that she is in this situation?

What could the teacher have done to avoid being in this situation?

Analysis

Task involvement Signs of agitation Presence of successive interactions

Signs of Escalating Behavior

Arguing Non-compliance/

defiance Verbal abuse Disruption Bothering others Off-task behavior

Destruction of property

Whining/crying Limit testing Threats and

intimidation Escape/avoidance

Strategies for Managing Escalating

Behavior Teacher empathy Assisting the

student to focus on the task

Providing space Providing

assurances and additional time

Permit preferred activities

Teacher proximity Independent

activities Passive activities Movement

activities Student self-

management when appropriate

Presence of an Escalating Chain of Behavior

Successive Interactions Series of interactions involving both

teacher and student behavior “My turn-your turn” events Teacher behavior sets the stage for

the next student behavior What if the teacher didn’t take a turn? Escalating behavior chains – Lets interrupt the chain of events!

Model for Escalating Behavior Chain

Two Components for Managing Escalating

Behavior

1. Understand the Model Patterns Specific behaviors for each phase Know where the student is in the

cycle

2. Develop Strategies for Each Phase Implement strategies based on where

the student is in the cycle

Understand the Model

Phase One- Calm

Student is cooperative. Accepts corrective feedback Follows directives Sets personal goals Ignores distractions Accepts praise On-task

Phase Two- Trigger

Student experiences a series of unresolved problems

Conflicts/Failure Changes in routine Pressure Ineffective problem solving Facing correction procedures Non-school based triggers

Phase Three: Agitation

Overall behavior is unfocused and distracted.

Off-task Questioning/Arguing Out of seat Bothering others Social withdrawal

Phase Four- Acceleration

Overall behavior is staff-engaging leading to further negative interactions.

Questioning/Arguing/Threats Noncompliance and defiance Provocation of others Rule violations

Phase Five- Peak

Overall behavior is out of control creating safety concerns

Physical aggression Severe tantrums Property destruction Self-injury Running, screaming

Phase Six- De-escalation

Overall behavior shows confusion andlack of focus. Confusion Withdrawal Denial Blaming others May respond to concrete directions

Phase Seven- Recovery

Overall behavior shows an eagerness for

busy work and a reluctance to interact. Eagerness for independent work Subdued behavior Defensive behavior Sleep

Strategies

Strategies

1. CalmIntervention is focused on proactiveinterventions. Focus on instruction and positive behavior support. Arrange for high rates of successful

academic & social engagements Use positive reinforcement Teach social skills Communicate positive expectations

Strategies

1. Calm

Four Strategies:1. Classroom Structure2. Quality Instruction3. Managing Attention4. Teaching Behavior

Strategies

2. Trigger

Intervention is focused on prevention and redirection.

Increase opportunities for success Respond to students exhibiting

expected behavior Reinforce the student’s first on

task response Intermittently reinforce on-task

behavior

Strategies

2. Trigger

Three major areas: Formal programs or services: curriculum

interventions, counseling, community services, medical assistance

Pre-Correction: anticipating the problem behavior and intervening beforehand

Addressing non-school based triggers: parent conferences-partnerships, school support services, wrap-around services

Strategies

3. Agitation

Intervention is focused on reducing anxiety.

If not addressed student may escalate or remain distracted making instruction difficult

Strategies are accommodations Implement before onset of

escalation

Strategies

3. Agitation

Make structural/environmental modifications

Provide reasonable options & choices

Involve in successful engagement

Strategies

3. AgitationWhat to do before a behavior escalates Achieve eye contact. Use the student’s name. Use a non-verbal signal. Proximity/praise. Silent communication. Do the unexpected. Get them to think – give them time to decide. Reduce distance – use proximity. Give more “start” requests instead of “stop”

requests. Make non-emotional instead of emotional requests. Use the “broken record” technique.

Strategies

3. Agitation

Strategies:Teacher empathy Movement activitiesSpace (jobs)Options/Choices Student involvementPreferred activities Relaxation techniquesTeacher proximity Pre-arranged signalIndependent activities

Strategies

3. Agitation

Techniques that backfire:Raising your voice Drawing unrelatedYelling persons into the

conflictSaying “I’m the boss Insisting you are rightInsisting on having the last word PreachingUsing sarcasm Making assumptionsAttacking the student’s character Bringing up

unrelatedMaking comparisons with siblings eventsor other students Holding a grudgeNagging

Strategies

4. AccelerationIntervention is focused on safety. Remove all triggering factors Avoid escalating prompts Maintain calmness, respect and

detachment Approach the student in a

nonthreatening manner Utilize nonconfrontational limit-

setting procedures

What are Escalating Prompts?

Agitated behavior from staff (shouting) Cornering the student Engaging in power struggles Moving into the student’s space Touching or grabbing the student Sudden or very quick responses Making derogatory statements about

the student Arguing/becoming defensive Body language that communicates

anger or frustration

What is a Non-Threatening Manner?

Speak calmly Speak privately Minimize body language Keep a reasonable distance Speak respectfully and privately Move slowly and deliberately

toward the problem situation

What is a Non-Threatening Manner?

Establish eye level position Be brief (KISS) Stay with agenda Avoid power struggles Give student space Don not communicate “urgency to gain

control” Acknowledge cooperation

Strategies

5. PeakIntervention is focused on safety Focus is on crisis management

- implement your plan (contact the office, clear the room, etc.)

Safe strategies Behavioral Emergency

-Hughes Bill -Assessment of Risk Factors

-Behavior Support Plan -Mental Health/Other Assessment-Functional Analysis Assessment -Behavior Intervention Plan

Strategies

5. Peak

Short-term interventions: Isolation or removal of involved

student Allow time for student to “cool

down” Removal of other students

Strategies

5. Peak

Legal Considerations Definition of Behavioral Emergency Use of Restraint Notification/Documentation Data Collection

Strategies

6. De-escalation

Intervention is focused on monitoring for re-escalation of behavior

Monitor for health/safety of all involved Avoid blaming Allow time and space Engage in independent work Cool-down time Determine appropriate time to debrief

Strategies

7. Recovery

Intervention focuses on returning to normal activities

Follow through with consequences Positively reinforce any displays of

appropriate behavior Debrief/rehearse problem solving

routine

Strategies

7. Recovery

Effective consequencesDoes the consequence Model, instruct or teach a more

appropriate behavior? Interfere with the flow of the lesson? Give the learner the choice to

redirect and receive instruction?Is the consequence effective?

Debriefing Session Facilitates transition back to program…

not further negative consequence. Goal is to increase appropriate behavior Focus on problem solving Pinpoint events that contributed to the

incident Teach replacement behaviors Debriefing activities and forms

Proactive Strategies

Have a school-wide positive behavior support system in place

Emphasize quality instruction leading to increased academic achievement

Emphasize teaching and prevention techniques

Activity

Describe an event in which the student’s behavior escalated. Be sure to describe all seven phases of the Acting-Out Model.

Describe some responses that may de-escalate the student’s

escalating behavior

Handout

Share!

Self-Control Plan

Maintaining calmness, respectfulness and detachment

What are your stressors or “behavioral buttons?”

What does it look like when you are stressed?

What can you do to regain self-control? To manage stress, what can you do:

- immediately- after work

Self-Control Plan

Activity: Develop your own

self-control plan using the worksheet

Share your strategies and ideas about maintaining self-control

Handout

Defusing Anger and Aggression

Video clips

Defusing Anger and Aggression

Discussion How was the

situation escalated?

How did the teacher defuse the situation?

References

Video: Colvin, G. (2004). Defusing Anger and Aggression. Available from IRIS Media, (877) 343-4747, www.lookiris.com.

Colvin, G (2004). Managing the cycle of acting-out behavior in the classroom. Eugene, Oregon: Behavior Associates.

Colvin, G. (2006). Understanding and Managing Angry-Aggressive Behavior presentation, www.behaviorassociates.org

Colvin, G. & Sugai, G. (1989) Understanding & Managing Escalating Behavior presentation, www.pbis.org

(cont.)

References (cont.) Sprague, J. & Golly, A. (2005). Best

behavior: Building positive behavior support in schools. Longmont, Colorado: Sopris West.

Sprick, R. Garrison, M. & Howard, L. (1998). CHAMPs: A proactive and positive approach to classroom management. Longmont, CO: Sopris West.

Contact Information

Sylvia Martinez, District Behavior Specialist

LRE/Behavior Support OfficeLos Angeles Unified School District333 South Beaudry Avenue, 17th FloorLos Angeles, CA 90017

sylvia.martinez@lausd.net(213) 241-8051