Phases of escalating behaviours melbourne 24 june 2011
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Transcript of Phases of escalating behaviours melbourne 24 june 2011
School Wide Positive Behaviour Support& Managing Severe Behaviour
Stuart McKenzie & Sven Jamvold
School Psychology Service
Key Objectives
Brief overview of School Wide Positive Behaviour Support
To understand the “Phases of Escalating Behaviour” model and be able to apply this model to profile students with severe challenging behaviour
To enhance the development and implementation of effective intervention strategies for students with severe challenging behaviour
…only in France
How were you disciplined when you were at school?
Why this tendency to get tougher?
Assume student is inherently bad and/or stubborn behaviour requires much more intensive consequences
Assume student must ‘learn’ to take responsibility for their own behaviour and prove they deserve to be in class
Assume aversive consequences teach students to behave
We get temporary relief
What is unhelpful with getting tough?
Fosters environments of controlAntisocial behavior is triggered and reinforced Shared accountability is shifted away from
school and to the student/family/communityChild-adult relationship are devalued and put
at riskLink between academic programming and
social behavior is weakenedResearch does not support effectiveness
VIDEO
Academic Errors Behavioural Errors
Students who achieve good work deserve some recognition
Students should behave appropriately without needing recognition
Students are trying to make the correct response
Students are trying to be disruptive - that is, to make an incorrect response
Errors are accidental Errors are deliberate
Errors are inevitable Students are refusing to cooperate
Learning requires exploration Students should not explore limits; they should obey them
Students who are having difficulties need additional or modified teaching
Students who are having difficulties should be punished
School Wide Positive Behaviour Support
Universal Prevention:School/Classroom-Wide Systems for all Students, Staff, & Settings• 3-5 Positively stated rules•Behaviour Matrix – schoolwide behaviour expectations.•Lesson plans to teach behaviour expectations•Procedures for encouraging expected behaviour•Procedures for discouraging rule violations•Data collection, evaluation and monitoring.
Other SW Programs
TribesFriendly Schools & FamiliesRestorative JusticeValuesetc
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DEVELOP CLEARLY DEFINED SCHOOL WIDE EXPECTATIONS
1.Be Respectful
1.Be Responsible
2.Be a Learner
SYST
EMS
EVIDENCE BASEDPRACTICES
DATA
OUTCOMES
River Valley Primary School Classroom ERRC Token Tally
Excellence Be Your Best
Responsibility Respect Care
Fred
Tim
Jack
Joe
13
14
Proserpine State School
17
Mudgeeraba State School
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Develop a Teaching Matrix
Create a “matrix” of expectations by setting
Classroom Pathways and Stairs
Bus Lines
Be Safe Get adult help for accidents and spills
Keep to the leftWalkFace forward
On signal, line up, one arm-length apart
Teaching Matrix
SETTING
All Settings Hallways Playgrounds CafeteriaLibrary/
Computer Lab
Assembly Bus
Respect Ourselves
Be on task.Give your best effort.
Be prepared.
Walk. Have a plan.
Eat all your food.
Select healthy foods.
Study, read, compute.
Sit in one spot.Watch for your
stop.
Respect Others
Be kind.Hands/feet to
self.Help/share with others.
Use normal voice volume.Walk to right.
Play safe.Include others.
Share equipment.
Practice good table manners
Whisper.Return books.
Listen/watch.Use appropriate
applause.
Use a quiet voice.
Stay in your seat.
Respect Property
Recycle.Clean up after self.
Pick up litter.Maintain physical space.
Use equipment properly.
Put litter in garbage can.
Replace trays & utensils.Clean up
eating area.
Push in chairs.
Treat books carefully.
Pick up.Treat chairs
appropriately.
Wipe your feet.Sit
appropriately.
Exp
ecta
tions
1. SW Expectatio
ns 2. NATURAL
CONTEXT
3. BEHAVIOR
EXAMPLES
STATE HIGH SCHOOL TEACHING MATRIX
Expectation ROUTINE/SETTING
I am … All Settings Classroom Bus WalkwaysTuck-shop /
CanteenOvalHPE
Playground
Un
iversal Exp
ectation
s
Safe
Show self controlReport any problemsGain permission to leave and to be in any settingKeep body to self.Follow directions.
Use equipment carefullyKeep bodies calm
Wait in designated areaKeep all of your body inside the bus.Keep bodies calm
Walk Keep leftKeep bodies calm
Wait patientlyWalkPlace rubbish in binsKeep bodies calm
Use equipment for intended purpose.Participate in school approved games only.
Use equipment for intended purpose.Participate in school approved games only.
Respectful
Be tolerant of othersAccept individual differencesCare for self, others and the environmentUse polite language
Respect others right to learn.
Older students to look out for little onesShow driver respect.
Walk quietly so others can continue learning
Eat only your food.
Listen to / for instructionsPlay fair – show good sportsmanship
Play fair – show good sportsmanship
a Learner
Be on task.Do your best.Manage your time.Be prepared.
Challenge yourself.Listen activelyFollow instructionsDo your best
Be on time for next classReturn to class promptly
Eat healthily.Manage your money.
Learn new games and activities.
Learn new games and activities.
CLASSROOM RULES
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DISPLAY EXPECTATIONS
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PROCEDURES FOR ENCOURAGING BEHAVIOUR
SCHOOL WIDE CONSEQUENCES
Wristband Rewards for Playground Positive Behaviour
SWPBS EvidenceInternationalOver 14,000 schools implementing SWPBS
http://www.pbis.org/research/default.aspx
Implementation of SWPBS related to:Reduction in office discipline referralsReduction in suspensions, andImproved academic performance
Jan-July 2011
Jan-July 2010
020406080
100120140160180200
BullyingLeaving class
Majordisruption Physical
assault RefusalThrowing
Verbal assaultOut of area
EDPS summary by Behaviour Comparison of 2010 and 2011 data until 6 July 2011
Jan-July 2011 Jan-July 2010
TOTAL NUMBER OF SUSPENSIONS:2009 – 1232010 – 40 2011 – 4 to July
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School-wide Evaluation Tool (SET)
“Reality Check” versus “Perceptions”
Principal InterviewStaff Interview. 10 (random)Student Interview. 15 (random)
Asks key questions relating to school expectations/ rules from BMIS policy.
Use the language of the school.
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SET RESULTS
Narrogin SHS SET Features and Implementation Scores August 2009
0.0%
20.0%
50.0%
12.5%
25.0%
18.8%
100.0%
32.3%
0%
25%
50%
75%
100%
Exp
ecta
tions
Def
ined
Exp
ecta
tions
Tau
ght
Rew
ard
Sys
tem
Vio
latio
ns S
yste
m
Dec
isio
n M
akin
g
Man
agem
ent
Dis
trict
Sup
port
Impl
emen
tatio
n A
vera
ge
Per
cen
t Im
ple
men
ted
Narrogin SHS SET Features and Implementation Scores
0%
25%
50%
75%
100%
1st Year
2nd Year
3rd Year
4th Year
5th Year
School Wide Positive Behaviour Support
Individual Prevention:Students with High Risk Behaviour•Individualised intervention•Functional behaviour assessment•Escalation Profiles•Intensive support services
Universal Prevention:School/Classroom-Wide Systems for all Students, Staff, & Settings• 3-5 Positively stated rules•Behaviour Matrix – schoolwide behaviour expectations.•Lesson plans to teach behaviour expectations•Procedures for encouraging expected behaviour•Procedures for discouraging rule violations•Data collection, evaluation and monitoring.
Other SW Programs
TribesFriendly Schools & FamiliesRestorative JusticeValuesetc
Targetted Prevention:Targeted Interventions Systems for Students with at-Risk Behaviour•Behaviour Education Programs•Admin– Office Check/Connect/ExpectHUG –Hello/Update/GoodbyeMentor Program
ROLE PLAYJust whilst your deciding whether to
volunteer for the role play we are going to do a quick stress test
A Quick Stress Test
Two Dolphins
I'm not sure exactly how this works, but it is amazingly accurate. Read the full description before looking at the picture.
The picture below has 2 identical dolphins in it. It was used in a case study as a measure of stress levels at Loma Linda Medical Centre.
Look at both dolphins jumping out of the water. The dolphins are identical. A closely
monitored scientific study of a group revealed that in spite of the fact that the
dolphins are identical, a person under stress would find differences in the two dolphins. If there are many differences found between
both dolphins, it means the person is experiencing a great amount of stress.
Look at the photograph and if you find more than one or two differences you may want to
take a vacation.
Teacher Jason
Jason, please turn in your assignment.
What assignment?
I finished it.
I don’t have it with me now.
You never believe me.
F_____ you!
Pulls away, glares, & raises fist as if to strike.
The assignment you didn’t finish during class.Great, please turn it in now.You have a choice: turn it in or do it again.
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.
Make me.
Anatomy of Escalating Behaviour Cycles
student and teacher behaviour escalate in intensity
student behaviours are followed by a consequence that becomes the antecedent for the next student behaviour
as consequences become more severe, student behaviours become more intense
“Stress arouses feelings, feelings trigger behaviour. Behaviour incites others. Others increase stress. And around it goes” Wood and Long 1991
Phases of Escalation
1. Calm
2. Trigger
3. Agitation
4. Acceleration
5. Peak
6. De-escalation
7. Recovery
Defining Challenging Behaviour
Definitions
Challenging behaviour can be defined as those behaviours that threaten the safety of staff (including self-harming behaviours) or those disruptive behaviours that are ongoing in nature, and are not modified using whole class/ generic behaviour management strategies.
Disruptive behaviour can be defined as those behaviours that hinder or stop a teacher from teaching, or hinder or stop students from learning.
Peak
Overall the student is out of control and exhibits his or her most severe
behaviour.
Indicators Physical abuse or
aggression Physical abuse
towards self Physical abuse
towards objects Severe tantrums,
hyperventilation
Peak
Example
Hits other children Destroys work Screams, kicks,
scratches, bites Head butts floor and walls
•Jerry has ADHD and that’s why he’s so incorrigible•Ed has displayed aggressive behaviours the whole time he has been here•Steven is like that because he is emotionally disturbed•Donna is so unpredictable I think she is psychotic or schizo or something
•Stephen pushes and hits other students when he loses a game•When given one question at a time, Sarah completes all her maths •When asked to repeat or correct a task, Jessica talks back to the teacher and throws her work on the floor.•Geoff engages in appropriate conversations with staff when in one-to-one situations.
Defining Behaviour
Explanatory Fictions Testable ExplanationsAre not observable
Blame the studentNeglect the environmentAre subjective Don’t lead to interventions
Are observableCan be manipulatedAre environmentally focussedAre objectiveLead to interventions
Observing actual behaviour is different from inferring or making judgements about the student on the basis of behaviour
Labels stigmatise and are not helpful in managing behaviour.
Which is described in observable terms?
Hits with his fist
OR
Aggressive
Which is described in observable terms?
Hits with his fist
OR
Aggressive
Delinquent
OR
Takes money from peers
Delinquent
OR
Takes money from peers
Psychotic
OR
Says she hears voices
Psychotic
OR
Says she hears voices
Arrives 10 minutes late
OR
Irresponsible
Arrives 10 minutes late
OR
Irresponsible
Out of seat 55% of time
OR
Hyperactive
Out of seat 55% of time
OR
Hyperactive
…only in Spain
Indicators Able to follow
directions Able to stay on task Able to receive
correction Able to set goals and
develop plans
Calm
Example Compliant Will sit for up to 10 minutes Likes playing with the paints,
trolley etc Follows instructions Completes activities (modified) She still requires 1:1 to
achieve outcomes Mingles with Peers
Indicators Conflicts with other
persons Continued
provocations Pressure Facing
consequences Continued errors
Trigger
Example Morning transition “separating
from grandparents” When she has completed an
activity Transition time Re-engaging with a new task Peers involving themselves in
her activity without asking After recess When tired The word “No”
Agitation
Overall the student exhibits an increase in behaviour that is unfocussed.
Low Level High Level
Indicators Increased hand and
eye movements Speech is intended to
cut conversations short
Decrease in on-task behaviour
Easily distracted from work
Agitation
Example Gets restless Says “No” Pushes her work away Knocks things off table Gets “that’ look, she shows her
teeth Tenses right up Says “don’t look at me” Doesn’t want you to come near
her
Competition
Count the number of times the white team throws the basket ball, not the times that the ball is bounced, the number of times the ball is passed from one member of the white team to the another
Video
Indicators Questioning, arguing
provoking Verbal abuse Intimidation Defiance, escape
Acceleration
Examples Knocks things off tables Lies on the floor kicking her legs
around Will attempt to destroy things, rips
work Pulls posters off wall, rips up She will bang her head on the
floor/walls Her behaviour is such that it
necessitates physical intervention Whips herself up into a peak state
‘frenzy’
…only in America
Indicators Physical abuse or
aggression Physical abuse
towards self Physical abuse
towards objects Severe tantrums,
hyperventilation
Peak
…only in Mexico
Indicators Confusion (starting,
stopping, moving) Attempts to reconcile Withdrawal Denial Blame projection Responsive to
concrete directions
De-escalation
Examples
Stops thrashing about Begins to settles down Gets very hot, red in the
face. Says ‘I feel crook’ Says “Don’t look at me” Pushes you away
Indicators Willingness to resume work
(w/o interaction) Subdued behaviour in
group work or with teacher Denial and defensive
regarding the out of control behaviour
Reluctance to enter into discussions about the out of control behaviour
Recovery
Examples Comes back to herself Stands up, moves forward to
watch class Re –engages with
conversation that she initiates Wants to re-engage with
group.
Recovers very quickly but takes a long time to return to a
state of Calm.
…only in Africa
Most of the populace thinks it very improper to spank children, so Ihave tried other methods to control our kids when they have one of "those moments".
One that I found very effective is for me to just take the child for a Car ride and talk. They usually calm down and stop misbehaving after our little car ride together.
I've included the photo below of one of my sessions, with our son, in Car so you can see if you might like to use the technique.
Its very effective
This is a JOKE
Identification of how to intervene early in an escalation.
Identification of environmental factors that can be manipulated.
Identification of replacement behaviours that can be taught (& serve same function as problem).
Intervention Procedures
"If the only tool in your toolbox is a hammer you'll treat everything as a nail." (Abraham Maslow)
Activity: Rotating Groups
The 7 Phases are on posters. Each group to write their ideas about the various
strategies staff could use at each phase of escalation.
Groups will have 2 minutes to write at each phase.
Groups will then rotate.
Whole Group feedback
Indicators Able to follow
directions Able to stay on task Able to receive
correction Able to set goals and
develop plans
Calm
Procedures Arrange for high rates
of academic and social success
Use positive reinforcement
Teach critical skills Communicate high
expectations Teach problem solving
Up to 57% of children with language problems have been found to have behavioural problems and up to 86% of children who are behaviourally disturbed have language problems, particularly in the area of pragmatics (Benner, G. J., Nelson, J. R., & Epstein, M. H., 2002).
Indicators Conflicts with other
persons Continued
provocations Pressure Facing consequences Continued errors
Trigger
Procedures Significantly modify or eliminate
problems routines Make structural or
environmental modifications Identify and pre-correct for
known triggers, reinforce success
Prompt what has been taught
Indicators Increased hand and
eye movements Speech is intended to
cut conversations short
Decrease in on-task behaviour
Easily distracted from work
Agitation
Procedures Move in and assist or
give space/ t/up time Modify task and/or
expectations Involve in successful
activities Positive Removal
Indicators Questioning, arguing
provoking Verbal abuse Intimidation Defiance, escape
Acceleration
Procedures Remove all distracting /
competing environmental factors
Follow crisis management procedures
Establish and follow through with bottom line
Detach from student Escalation and self-control are
negatively related Escalation is likely to run its
course
Indicators Physical abuse or
aggression Physical abuse
towards self Physical abuse
towards objects Severe tantrums,
hyperventilation
Peak
Procedures Focus on safety /
minimize the peak Continue Acceleration
phase procedures Room clear Restraint
PART - OVERVIEW
1. PURPOSE
2. PROFESSIONALISM
3. PREPARATION
4. IDENTIFICATION
5. LEGAL MODEL
6. RESPONSE – Crisis Communication
7. RESPONSE - Evasion
8. RESPONSE - Restraint
9. RECORDING
10 DEBRIEFING, EVALUATION, FEEDBACK
Is Restraint Worth it?
Indicators Confusion (starting,
stopping, moving) Attempts to reconcile Withdrawal Denial Blame projection Responsive to
concrete directions
De-escalation
Procedures Focus on removing
excess confrontation Don’t consequence Avoid confrontation Don’t force return Emphasize starting
over
Indicators Willingness to resume work
(w/o interaction) Subdued behaviour in
group work or with teacher Denial and defensive
regarding the out of control behaviour
Reluctance to enter into discussions about the out of control behaviour
Recovery
Procedures Follow through with
consequences for problem behaviour (or wait till calm)
Reinforce displays of appropriate behaviour
Debrief Facilitate transition Debrief after consequence Goal to increase more
appropriate behaviour
Let’s Look Again
Calm
Trigger
Agitation
Acceleration Peak
De-escalation Recovery
“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.”
Geoff Colvin (2004)
Big Ideas
Teach appropriate behaviour during the Calm; escalation time is not teaching time
Watch for Agitation and interveneMinimize the Peak and focus on safetyAvoid confrontation in De-escalationDebrief and follow-through during Recovery
Proforma
…only in Australia