Managing Escalating Behavior

1. Managing Escalating Behavior Day 4, Section 6

2. Classroom Systems: Recap of the Really Big Ideas • Referral System: Major v. Minor, DATA • A set of “best practices” exists for managing challenging behaviors • PBIS provides a framework for efficient and effective management • Student, staff & data = system for outcomes • Data help guide decision-making about behavior management at all levels

3. Major v. Minor • Minor – classroom- / staff-managed • Major – student support manages (counselor, paras, principal, school psych, sped, etc.) • If you build it they will come… • ODR is not a “get out of jail free” card for staff or student • ODR is used for tracking and identifying common and special causes • Not a “referral for consequences” (power relinquished) • Not an intervention – it’s documentation

4. Classroom Expectations – December to March Team Tasks Identify perceived barriers, then create action plan to include how team(s) will… Communicate ideas to staff , Create supports & capacity across building level (practice), Evaluate effectiveness of action (data), and Continue to monitor & support ADULT behavior (system).

5. Teaching Compliance and Avoiding Escalations • Acknowledgement and credits: • Revised from PBIS training developed by Flint Simonsen, Ph.D. • OSEP Center for Positive Behavioral Interventions and Supports (PBIS) http://pbis.org • Colvin, G. & Sugai, G. (1989), Managing Escalating Behavior (2nd ed.). Eugene, OR: Behavior Associates ~Adapted with permission of authors

6. Overview • What does non-compliance look like? • What does an escalation chain look like?

7. Purpose • Enhance our understanding of and ways of responding to escalating behavior sequences • Student  Teacher • Teacher  Teacher • Teacher  Parent • Child  Parent • Teacher  Administrator • etc., etc., etc. …

8. Conflict Cycle 1 STRESSFUL INCIDENT 4 ADULT/PEER REACTIONS 2 STUDENT’S FEELINGS 3 STUDENT’S OBSERVABLE BEHAVIOR Resource: Center for Effective Collaboration and Practice – Life Space Crisis Intervention. CECP.air.org

9. Assumptions • Non-compliant and escalated behaviors are learned • Compliance and non-compliance require more than one person • Escalations are shaped through successive interactions (practice)

10. Escalation Model 5 Peak INTENSITY 4 Acceleration 6 De-escalation 3 Agitation 2 Trigger 7 Recovery 1 Calm • ~ Sugai & Colvin, 1989 TIME

11. 1. Calm • Student is cooperative • Accepts corrective feedback • Follows directions • Sets personal goals • Ignores distractions • Accepts praise

12. 2. Trigger • Student experiences a series of unresolved conflicts • Repeated failures • Frequent corrections • Interpersonal conflicts • Timelines • Low rates of positive reinforcement • Student’s follow teacher’s model and correct student’s behaviors

13. 3. Agitation • Student exhibits increase in unfocused behavior • Off-task • Frequent start/stop on tasks • Out of seat • Talking with others • Social withdrawal

14. 4. Acceleration • Student displays focused behavior • Provocative (tries to engage someone) • High intensity • Threatening • Personal

15. 5. Peak • Student is “out-of-control” and displays most severe problem behavior • Physical aggression • Property destruction • Self-injury • Escape/social withdrawal • Hyperventilation

16. 6. De-escalation • Student displays confusion but with decreases in severe behavior • Social withdrawal • Denial • Blaming others • Minimization of problem

17. 7. Recovery • Students displays eagerness to engage in non-engagement activities • Attempts to correct problem • Unwillingness to participate in group activities • Social withdrawal and sleep

18. How do we gain student compliance? • Students must… • Be fluent at the expected behavior • Be taught the conditions under which the expected behavior is required • Have multiple opportunities for high rates of successful academic and social engagement • Receive or experience frequent and positive acknowledgements when expected behavior is exhibited

19. How do we gain student compliance? • Staff must • Have the student’s attention before presenting the directive or making a request • Give clear and specific directives that are stated positively • Provide frequent and positive acknowledgements when expected behavior is exhibited • Have established and taught consequence procedures for repeated non-compliance

20. It’s JUST Stuff

21. Review & Set-Up for Part II 3-minute “target student behavior” identified Team to identify ONE specific student to reflect on as we go into more details Person most knowledgeable will BRIEFLY share one example of student’s typical escalation cycle Then … Take a brief BREAK (4 minutes to stretch, get refreshment and return to table group)

22. Behavior Management Ideas Pre-arranged Angry Silent Pledge Behavioral Management

23. Escalating Behavior What does escalating behavior look like?

24. Responding to Challenging Behavior • Think of your identified student. How will you do the following? Write them down • Disengage as soon as non-compliant behavior is observed • Focus attention of students who are appropriately engaged • Reward/positives for students appropriately engaged • Provide choice: reasonable alternatives for compliance behavior

25. Responding to Challenging Behavior • Use explicit “if/then” statements for choice • What choices are available for your student? • If you do… then… • If you complete your work you can… • If you continue to… then… • Follow established consequence procedures for compliance or non-compliance

26. Responding to Escalations • Use process to understand student and teacher cycle and function of behavior • Establish pre-correction procedures for next compliance opportunity based on functional assessment information

27. Adult Escalates SAMPLE

28. Power Struggle

29. Pre-corrections for… • Noises? • Out of seat? • Materials lost / don’t have? • Hand up – don’t know what to do? • Missed directions – every time? • Problematic academic area • Special need: ADHD/ADD inattentive, social-emotional disability, autism, health impairment, etc. • How can they help you? • Special signal

30. Pre-correction • What does your student need to be pre-corrected for? • How will you pre-correct? • The “Look” or “Facial Behavior Management”

31. Escalation Model High Peak BEHAVIOR INTENSITY Acceleration De-escalation Agitation Trigger Recovery Calm Low TIME 

32. Seven Stages Response Plan SAMPLE

33. Revisit Student • Identify what the behavior looks like at each of the seven stages for the student you chose • Each person writes their own answers for each section • Only write the first column labeled observable student behavior • If you do not work directly with the student, pair up with an elbow partner that does

34. Calm • Intervention is focused on prevention • Arrange for high rates of successful academic and social engagements • Well thought out / planned lessons • Use positive reinforcement • Teach social skills • Problem-solving • Relaxation strategy • Self-management

35. Trigger • Intervention is focused on prevention and redirection • Remove from or modify problem context • How might you modify assignments? • Change the context? (seat, table, partner, group) • Increase opportunities for success • Appropriate assignments • Modified assignments • Jobs / Helper • Reinforce what has been taught • Behavioral and procedural expectations • Change STAFF behavior

36. Shane • Think about these questions when you watch this video. Be prepared to talk about them as a group and be ready to share out. • What could the teacher have done differently? • What was the trigger? • What caused the escalation • How could the teacher have positively engaged Shane when he knew that Shane was focused on doodling? Play

37. Agitation • Intervention is focused on reducing anxiety • Make structural/environmental modifications • Provide reasonable options and choices • What can you live with? • What is most important? • When is it okay to say you don’t have to do this? • Involve in successful engagements

38. Acceleration • Intervention is focused on safety • Remember… • Escalations and self-control are inversely related(more they escalate, the less control and vice versa) • Escalation is likely to run its course

39. Acceleration • Remove all triggering and competing maintaining factors (recording, adult) • Follow crisis prevention procedures • Establish and follow through with bottom line. • Disengage from student • DON’T make it!!!

40. Throttle is Stuck • Escalating Responses (Things to Avoid) • Getting in the child’s face • Discrediting the child • Nagging or preaching • Arguing • Engaging in power struggles • Tugging or grabbing the child • Cornering the child • Shouting or raising voice

41. Peak • Intervention is focused on safety • Procedures like acceleration phase, except focus is on crisis intervention • DON’T take it personal!!!

42. De-escalation • Intervention is focused on removing excess attention • Don’t nag • Avoid blaming • Don’t force apology • Emphasize starting anew • DON’T take it personal!!!

43. Recovery • Follow through with consequences for problem behavior • Positively reinforce any displays of appropriate behavior • Intervention is focused on re-establishing routine activities

44. Recovery • Debrief • Purpose of debrief is to facilitate transition back to program • Debrief follows consequences for problem behavior • Goal is to increase more appropriate behavior

45. Recovery • Permission to re-group (seizure example) • Problem-solving (when ready) example • What did I do? • Why did I do it? • What could I have done instead? • What do I have to do next? • Can I do it? • What can the teacher do to help me? • How can I fix it with the X (teacher, student, para, principal, counselor, etc.)?

46. Pre-correct for Chronic Behaviors • Provide prompt in problem context before problem behavior occurs • Go to problem context • Get attention of student • Provide pre-correction (reminder/opportunity to practice expected behavior • Watch • Reinforce appropriate response

47. Response Plan (What If) • Develop a plan to… • Create consistency between staff • Understand the function of the behaviors • Provide a guide to substitutes and support staff

48. Response Plan SAMPLE

49. Response Plan SAMPLE

50. Team Problem-Solving / Plan SAMPLE