Responding to non responsive behavior managing escalations
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Responding to Non-Responsive Behavior: Managing Escalations. Colvin & Sugai, 1989. Jason, please turn in your assignment. What 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.

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Responding to non responsive behavior managing escalations

Responding to Non-Responsive Behavior: Managing Escalations

Colvin & Sugai, 1989


Responding to non responsive behavior managing escalations

Jason, please turn in your assignment.

What 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.

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.

Make me.

That’s disrespect…go to the office.

F_____ you!

Pulls away, glares, & raises fist as if to strike.

Moves closer…& puts hand on J. shoulder.


Responding to non responsive behavior managing escalations

PURPOSE

Enhance understanding & ways of escalating behavior sequences

  • Understanding

  • Best practice

  • Considerations

  • Your action planning


Responding to non responsive behavior managing escalations

Integrated

Elements

Supporting Social Competence &

Academic Achievement

OUTCOMES

Supporting

Decision

Making

Supporting

Staff Behavior

DATA

SYSTEMS

PRACTICES

Supporting

Student Behavior


Responding to non responsive behavior managing escalations

Tertiary Prevention:

Specialized

Individualized

Systems for Students with High-Risk Behavior

CONTINUUM OF

SCHOOL-WIDE

INSTRUCTIONAL &

POSITIVE BEHAVIOR

SUPPORT

FEW

~5%

Secondary Prevention:

Specialized Group

Systems for Students with At-Risk Behavior

~15%

SOME

Primary Prevention:

School-/Classroom-

Wide Systems for

All Students,

Staff, & Settings

ALL

~80% of Students


Assumptions
ASSUMPTIONS

  • Behavior is learned (function).

  • Behavior is lawful (function).

  • Behavior is escalated through successive interactions (practice).

  • Behavior can be changed through instructional approach.


Functions
Functions

Pos Reinf

Neg Reinf



Outcomes
OUTCOMES

  • Identification of how to intervene early in an escalation.

  • Identification of environmental factors that can be manipulated.

  • Identification of replacement behaviors that can be taught (& serve same function as problem).


The model
The MODEL

High

Low


The model1
The MODEL

High

Peak

Acceleration

De-escalation

Agitation

Trigger

Calm

Recovery

Low


The model2
The MODEL

High

Low


The model3
The MODEL

High

Low


The model4
The MODEL

High

Low


The model5
The MODEL

High

Peak

Acceleration

De-escalation

Agitation

Trigger

Calm

Recovery

Low



The model6
The MODEL

High

Low

CALM




1 calm
1. Calm

  • Student is cooperative.

    • Accepts corrective feedback.

    • Follows directives.

    • Sets personal goals.

    • Ignores distractions.

    • Accepts praise.


Responding to non responsive behavior managing escalations
Calm

  • Intervention is focused on prevention.

    • Assess problem behavior

      • Triggers

      • Function

      • Academic & behavioral learning history

    • Arrange for high rates of successful academic & social engagements.

    • Use positive reinforcement.

    • Teach social skills.

      • Problem solving

      • Relaxation strategy

      • Self-management

    • Communicate positive expectations.


The model7
The MODEL

High

TRIGGER



Low


2 trigger
2. Trigger

  • Student experiences a series of unresolved conflicts.

    • Repeated failures

    • Frequent corrections

    • Interpersonal conflicts

    • Timelines

    • Low rates of positive reinforcement


Trigger
Trigger

  • Intervention is focused on prevention & redirection.

    • Consider function of problem behavior in planning/implementing response.

    • Remove from or modify problem context.

    • Increase opportunities for success.

    • Reinforce what has been taught.


The model8
The MODEL

High

AGITATION

Low


3 agitation
3. Agitation

  • Student exhibits increase in unfocused behavior.

    • Off-task

    • Frequent start/stop on tasks

    • Out of seat

    • Talking with others

    • Social withdrawal


Agitation
Agitation

  • Intervention is focused on reducing anxiety.

    • Consider function of problem behavior in planning/implementing response.

    • Make structural/environmental modifications.

    • Provide reasonable options & choices.

    • Involve in successful engagements.


The model9
The MODEL

High

ACCELERATION

Low


4 acceleration
4. Acceleration

  • Student displays focused behavior.

    • Provocative

    • High intensity

    • Threatening

    • Personal


Acceleration
Acceleration

  • Intervention is focused on safety.

    • Remember:

      • Escalations & self-control are inversely related.

      • Escalation is likely to run its course.


Acceleration1
Acceleration

  • Remove all triggering & competing maintaining factors.

  • Follow crisis prevention procedures.

  • Establish & follow through with bottom line.

  • Disengage from student.


The model10
The MODEL

High

PEAK

Low


5 peak
5. Peak

  • Student is out of control & displays most severe problem behavior.

    • Physical aggression

    • Property destruction

    • Self-injury

    • Escape/social withdrawal

    • Hyperventilation


Responding to non responsive behavior managing escalations
Peak

  • Intervention is focused on safety.

    • Procedures like acceleration phase, except focus is on crisis intervention


The model11
The MODEL

High

DECELERATION

Low


6 de escalation
6. De-escalation

  • Student displays confusion but with decreases in severe behavior.

    • Social withdrawal

    • Denial

    • Blaming others

    • Minimization of problem


De escalation
De-escalation

  • Intervention is focused on removing excess attention.

    • Don’t nag.

    • Avoid blaming.

    • Don’t force apology.

    • Consider function of problem behavior

    • Emphasize starting anew.


The model12
The MODEL

High

RECOVERY

Low


7 recovery
7. Recovery

  • Student displays eagerness to engage in non-engagement activities.

    • Attempts to correct problem.

    • Unwillingness to participate in group activities.

    • Social withdrawal & sleep.


Recovery
Recovery

  • Follow through with consequences for problem behavior.

  • Positively reinforce any displays of appropriate behavior.

  • Intervention is focused on re-establishing routines activities.


Recovery1
Recovery

  • Debrief

    • Purpose of debrief is to facilitate transition back to program….not further negative consequence

    • Debrief follows consequences for problem behavior.

    • Goal is to increase more appropriate behavior.


Recovery2
Recovery

  • Problem solving 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?


The model13
The MODEL

High

Peak

Acceleration

De-escalation

Agitation

Trigger

Calm

Recovery

Low


Responding to non responsive behavior managing escalations

Jason, please turn in your assignment.

What 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.

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.

Make me.

That’s disrespect…go to the office.

F_____ you!

Pulls away, glares, & raises fist as if to strike.

Moves closer…& puts hand on J. shoulder.


Three key strategies
THREE KEY STRATEGIES

  • Identify how to intervene early in an escalation.

  • Identify environmental factors that can be manipulated.

  • Identify replacement behaviors that can be taught & serve similar function.


Final thought
FINAL THOUGHT

  • Geoff Colvin (1989):

    • It is always important to remember that “if you inadvertently assist the student to escalate, do not be concerned; you will get another chance to do it right the next time around.”


Teaching compliance
Teaching Compliance

  • Students must

    • Be fluent at expected behavior.

    • Be taught conditions under which the expected behavior is required.

    • Have multiple opportunities for high rates of successful academic & social engagement.

    • Receive or experience frequent & positive acknowledgments when expected behavior is exhibited.


Responding to non responsive behavior managing escalations

  • Teachers must…

    • Have student’s attention, before presenting the directive or making a request.

    • Give clear, specific, positively stated directives.

    • Provide frequent & positive acknowledgments when expected behavior is exhibited.

    • Have established & taught consequence procedures for repeated noncompliance.


Escalating behavior 7 min
Escalating Behavior (7 min)

1 Minute

Attention

Please

  • Review features & steps of “Escalating Behavior” model

  • Discuss extent to which escalating behavior is or could be issue in your school

  • Identify 2-3 strategies for taking topic/content back to staff


Action planning 3 00
Action Planning (3:00)

1 Minute

Attention

Please

  • Review “big ideas”

    • Content from today

    • Action plan (what, when, how, who)

      • Previous action plan

      • School data

  • Logistics

    • Develop report for staff

    • Distribute action plan

    • Schedule next team meeting date

  • Report 2-3 planned activities from your team action planning (1 min.)