Understanding & Managing Escalating Behavior
Transcript of Understanding & Managing Escalating Behavior
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Responding to Non-Responders:
Managing Escalations
Colvin & Sugai, 1989
D
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Teacher JasonJason, 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.
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PURPOSE
Enhance understanding &
ways of escalating
behavior sequences
• Understanding• Best practice• Considerations• Your action planning
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SYST
EMSPRACTICES
DATASupportingStaff Behavior
SupportingStudent Behavior
OUTCOMES
Supporting Social Competence &Academic Achievement
SupportingDecisionMaking
IntegratedElements
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Primary Prevention:School-/Classroom-Wide Systems for
All Students,Staff, & Settings
Secondary Prevention:Specialized Group
Systems for Students with At-Risk Behavior
Tertiary Prevention:Specialized
IndividualizedSystems for Students
with High-Risk Behavior
~80% of Students
~15%
~5%
CONTINUUM OFSCHOOL-WIDE
INSTRUCTIONAL & POSITIVE BEHAVIOR
SUPPORT
ALL
SOME
FEW
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ASSUMPTIONS
• Behavior is learned (function).• Behavior is lawful (function).• Behavior is escalated through
successive interactions (practice).• Behavior can be changed through
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 (& serve same function as problem).
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Time
Beh
avio
r Int
ensi
tyThe MODEL
High
Low
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Time
Beha
vior
Inte
nsity
The MODEL
High
Low Calm
Peak
De-escalation
Recovery
Acceleration
Agitation
Trigger
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Time
Beha
vior
Inte
nsity
The MODEL
High
Low
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Time
Beha
vior
Inte
nsity
The MODEL
High
Low
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Time
Beha
vior
Inte
nsity
The MODEL
High
Low
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Time
Beha
vior
Inte
nsity
The MODEL
High
Low Calm
Peak
De-escalation
Recovery
Acceleration
Agitation
Trigger
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Time
Beha
vior
Inte
nsity
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.– 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.
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Time
Beha
vior
Inte
nsity
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.– Consider function of problem behavior in
planning/implementing response.– Remove from or modify problem context.– Increase opportunities for success.– Reinforce what has been taught.
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Time
Beha
vior
Inte
nsity
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.– Consider function of problem behavior in
planning/implementing response. – Make structural/environmental
modifications.– Provide reasonable options & choices.– Involve in successful engagements.
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Time
Beha
vior
Inte
nsity
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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Time
Beha
vior
Inte
nsity
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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Time
Beha
vior
Inte
nsity
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.– Consider function of problem behavior– Emphasize starting anew.
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Time
Beha
vior
Inte
nsity
The MODEL
High
Low RECOVERY
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7. Recovery
• Student displays eagerness to engage in non-engagement activities.– Attempts to correct problem.– Unwillingness to participate in group
activities.– Social withdrawal & sleep.
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Recovery
• Follow through with consequences for problem behavior.
• Positively reinforce any displays of appropriate behavior.
• Intervention is focused on re-establishing routines activities.
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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.
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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?
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Time
Beha
vior
Inte
nsity
The MODEL
High
Low Calm
Peak
De-escalation
Recovery
Acceleration
Agitation
Trigger
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Teacher JasonJason, 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.
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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 & serve similar function.
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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.”
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Action Planning (3:00)
AttentionPlease1 Minute
• 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.)