Managing the Cycle of Escalating Behavior. presented by Sylvia Martinez, NCSP District Behavior Specialist Division of Special Education Los Angeles Unified School District California Association of School Psychologists 2007 Convention Los Angeles, California March 10, 2007. Outcomes.
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Sylvia Martinez, NCSP
District Behavior Specialist
Division of Special Education
Los Angeles Unified School District
California Association of School Psychologists
Los Angeles, California
March 10, 2007
Lets interrupt the chain of events!
1. Understand the Model
2. Develop Strategies for Each Phase
Student is cooperative.
Student experiences a series of unresolved problems
Overall behavior is unfocused and distracted.
Overall behavior is staff-engaging leading to further negative interactions.
Overall behavior is out of control creating safety concerns
Overall behavior shows confusion and
lack of focus.
Overall behavior shows an eagerness for
busy work and a reluctance to interact.
Intervention is focused on proactive
interventions. Focus on instruction and
positive behavior support.
Intervention is focused on prevention and redirection.
Three major areas:
Intervention is focused on reducing anxiety.
What to do before a behavior escalates
Teacher empathy Movement activities
Options/Choices Student involvement
Preferred activities Relaxation techniques
Teacher proximity Pre-arranged signal
Techniques that backfire:
Raising your voice Drawing unrelated
Yelling persons into the conflict
Saying “I’m the boss Insisting you are right
Insisting on having the last word Preaching
Using sarcasm Making assumptions
Attacking the student’s character Bringing up unrelated
Making comparisons with siblings events
or other students Holding a grudge
Intervention is focused on safety.
Intervention is focused on safety
- implement your plan (contact the office, clear the room, etc.)
-Hughes Bill -Assessment of Risk Factors
-Behavior Support Plan -Mental Health/Other Assessment
-Functional Analysis Assessment -Behavior Intervention Plan
Intervention is focused on monitoring for re-escalation of behavior
Intervention focuses on returning to normal activities
Does the consequence
Is the consequence effective?
de-escalate the student’s escalating behavior
Maintaining calmness, respectfulness and detachment
- after work