Jerome Schaefer email@example.com. Dealing With Escalating Behavior in the School Setting School-Wide Positive Behavior Supports Training Northwest AEA January 14, 2010. PURPOSE. Enhance our understanding of and ways of responding to escalating behavior. ASSUMPTIONS.
Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author.While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server.
firstname.lastname@example.orgDealing With EscalatingBehavior in the School SettingSchool-Wide Positive Behavior Supports TrainingNorthwest AEAJanuary 14, 2010
Enhance our understanding of and ways of responding to escalating behavior.
Systems for Students with High-Risk Behavior
Systems for Students with At-Risk Behavior
Non-classroom Systems for
Staff, & Settings
What Do We Know About
~80% of Students
Jason, please turn in your assignment.
The assignment you didn’t finish during class.
I finished it.
Great, please turn it in now.
I don’t have it with me now.
Share your experiences
You have a choice…..turn it in or do it again.
You never believe me.
I guess you’ve made the choice to do it again.
That’s disrespect…go to the office.
Moves closer…& puts hand on J. shoulder.
Pulls away, glares, & raises fist as if to strike.
Assessing probable triggers, functions, skill deficits
High rates of successful academic and social experiences
High rates of positive reinforcement
Teach social skills
Communicating positive expectations
Consider your own emotional and physiological state
Consider your relationship with the individual
Consider the student’s emotional stateInterventions/Adult Behaviors
Consider function of problem behavior when responding
Remove or modify problem events (eliminating triggers)
Reinforce what you have taught (pre-correct)
Stay calm with your words and your body
Soft tone of voice
Using the student’s name
Determine whether ignoring is appropriateInterventions/Adult Behaviors
Consider function of problem behaviors when responding
Redirect to less agitating activities (environmental modifications)
Provide reasonable options and choices
Remind about options through limited problem solving
Don’t ignore it
Don’t try to attempt teaching of new skills, rather reinforce skills they use and remind of the skills they have
Stay calmInterventions/Adult Behaviors
Remove all triggers
Disengage from the student (especially if you are a part of the escalation)
Prevent power struggles and arguments
Choose your physical placement carefully
Remind of options but not as “either/or”
Prepare for being personally attacked
Bring in another adult to assist
Don’t rush the child to return to the calm phaseInterventions/Adult Behaviors
Interventions are focused on safety of the student, other students, and adults
Careful body positioning (stay out of reach)
Carefully choose words
Communicate understanding (empathy)
Remove other students
Use diversions and distractions
Follow the crisis intervention plan
Involve other staff members
Use of physical interventions as necessary (Mandt training or similar training may be necessary)Interventions/Adult Behaviors
Focus is on removing access attention students, and adults
Don’t force or even assume the student will apologize
Provide structure (structured cooling off)
Take your time – don’t rush it
Be careful not to re-escalate by focusing on consequences at this time
Don’t try to teach
Provide choices and/or reminders of choices
Allow the student to direct their progressInterventions/Adult Behaviors
Focus is on debriefing and transitioning back students, and adults
Use of humor if appropriate
Positively reinforce displays of appropriate behavior
Begin to reestablish routine activities
Don’t require apologies
Provide your own apologies and/or clarifications if needed
Focus on the present
Don’t expect remorse or concernInterventions/Adult Behaviors