Responding to Escalations
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Transcript of Responding to Escalations
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Responding to Escalations
Teri LewisOregon State University(from Colvin & Sugai, 1989)
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Purpose• Enhance our understanding of & ways of responding to
escalating behavior sequences.
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The Escalation Cycle
High
Low Calm
Peak
De-escalation
Recovery
Acceleration
Agitation
Trigger
Colvin & Sugai, 1989
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Assumptions
• Behavior is learned.• Behavior is lawful.• Behavior is escalated through successive interactions
(practice).• Behavior can be changed through an instructional
approach.
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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.
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The Model
High
Low CALM
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1. Calm
• Student is cooperative.
• Accepts corrective feedback.• Follows directives.• Sets personal goals.• Ignores distractions.• Accepts praise.
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Calm
• Intervention is focused on prevention.• Arrange for high rates of successful academic & social
engagements.• Use positive reinforcement.• Teach social skills.
• Problem solving• Relaxation strategy• Self-management
• Communicate positive expectations.
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The MODEL
High
LowTRIGGER
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2. Trigger
• Student experiences a series of unresolved conflicts.
• Repeated failures• Frequent corrections• Interpersonal conflicts• Timelines• Low rates of positive reinforcement
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Trigger
• Intervention is focused on prevention & redirection.
• Remove from or modify problem context.• Increase opportunities for success.• Reinforce what has been taught.
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The MODEL
High
Low
AGITATION
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3. Agitation
• Student exhibits increase in unfocused behavior.
• Off-task• Frequent start/stop on tasks• Out of seat• Talking with others• Social withdrawal
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Agitation• Intervention is focused on reducing anxiety.
• Make structural/environmental modifications.• Provide reasonable options & choices.• Involve in successful engagements.
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The MODEL
High
Low
ACCELERATION
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4. Acceleration
• Student displays focused behavior.
• Provocative• High intensity• Threatening• Personal
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Acceleration
• Intervention is focused on safety.
Remember:
• Escalations & self-control are inversely related.
• Escalation is likely to run its course.
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Acceleration
• Remove all triggering & competing maintaining factors.• Follow crisis prevention procedures.• Establish & follow through with bottom line.• Disengage from student.
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The MODEL
High
Low
PEAK
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5. Peak
• Student is out of control & displays most severe problem behavior.
• Physical aggression• Property destruction• Self-injury• Escape/social withdrawal• Hyperventilation
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Peak
• Intervention is focused on safety.
• Procedures like acceleration phase, except focus is on crisis intervention
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The MODEL
High
Low
DECELERATION
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6. De-escalation
• Student displays confusion but with decreases in severe behavior.
• Social withdrawal• Denial• Blaming others• Minimization of problem
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De-escalation
• Intervention is focused on removing excess attention.• Don’t nag.• Avoid blaming.• Don’t force apology.• Emphasize starting anew.
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The MODEL
High
Low RECOVERY
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7. Recovery
• Student displays eagerness to participate in non-engagement activities.
• Attempts to correct problem.• Unwillingness to participate in group activities.• Social withdrawal & sleep.
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Recovery
• Intervention is focused on re-establishing routines & activities.
• Follow through with consequences for problem behavior.• Positively reinforce any displays of appropriate behavior.
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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.
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Recovery
• Problem solving example:• What did I do? (define the problem)• Why did I do it? • What could I have done instead? (create possible solutions)• What do I have to do next? (make a plan)• Can I do it?• If not, whose help would I like?
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The MODEL
High
Low Calm
Peak
De-escalation
Recovery
Acceleration
Agitation
Trigger
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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.
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Final Thought
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,1989).