Managing Escalating Behavior Individual Tier II E S

Managing Escalating Behavior Individual Tier II •

E S O P & R g U n i P d n a t s r e d n u g e n c i t n a l a a h c n s E e f o s e s c y n e wa u q e s r o i v a h e b Purpose • Understanding the Escalation Cycle • Best practice Considerations • Your action planning how to share with staff back home

What’s in it for me? • Gain effective strategies for responding to challenging behaviors • Increase instructional time • Fewer office referrals • Fewer suspensions

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).

A child who can’t behave…

CONTINUUM OF SCHOOL-WIDE Continuum of support INSTRUCTIONAL & POSITIVE BEHAVIOR SUPPORT FEW ~5% ~15% SOME Primary Prevention: School-/Classroom. Wide Systems for All Students, Staff, & Settings ALL ~80% of Students Tertiary Prevention: Specialized Individualized Systems for Students with High-Risk Behavior Secondary Prevention: Specialized Group Systems for Students with At-Risk Behavior

ASSUMPTIONS • Behavior is learned (function) • Behavior is lawful (function) • Behavior is escalated through successive interactions (practice) • Behavior can be changed through an instructional approach

Reasons Students Commonly Misbehave • Unsure of expectations • Unsure how to exhibit expected behavior • Unaware he/she is engaged in the misbehavior • Misbehavior is providing student with desired outcome: ❖ Gain something ❖ Escape something

Teacher Jason Teacher conversation with Jason, please turn in What assignment? your assignment. The assignment you didn’t I finished it. finish during class. Great, please turn it in I don’t have it with me now. You have a choice: turn it You never believe me. in or do it again. I guess you’ve made the Make me. choice to do it again. That’s disrespect…go to F_____ you! the office. Pulls away, glares, & Moves closer…& puts raises fist as if to strike. hand on J. shoulder.

◆ What we know is The MODEL that people follow a predictable pattern. Colvin’s Seven Phase Model of Acting -out Behavior ◆ We know from this pattern how to minimize safety risks for students and staff 5. Peak ◆ We know how to INTENSITY 4. Acceleration 6. De-escalation 3. Agitation 1. Calm 2. Triggers 7. Recovery TIME support the person going through the cycle best by knowing when and how to respond

The MODEL High Low

The MODEL High Low

The MODEL High Low

Considerations Know the student Setting events and antecedents Triggers What works Function of the behavior Needs being met or not met Gain or avoid/escape Other factors Environment and academics Our own behavior

Phases of Acting-Out Behavior Colvin’s Seven Phase Model of Acting -out Behavior 5. Peak INTENSITY 4. Acceleration 6. De-escalation 3. Agitation 1. Calm 2. Triggers 7. Recovery TIME

Calm – Student is Cooperative ◆Accepts corrective feedback ◆Follows directives ◆Sets personal goals ◆Ignores distractions ◆Accepts praise This is where positive and valuing relationships are built and where you teach skills needed to function successfully in challenging situations.

Calm – Intervention is prevention • Arrange for high rates of successful academic & social engagements • Teach social skills • Problem solving • Relaxation strategy • Self-management • Communicate positive expectations • Assess problem behavior • **Use positive reinforcement **Praise has been shown to increase on task behavior and decrease problem behavior (Gootman, 2001)

Teaching Procedures ◆ Remember telling isn't teaching and being told is not the same as being taught. We have to take all our procedures and TIPP them. ◆ T- Teach it ◆ I- Imprint it by modeling ◆ P- Practice it with them ◆ P- Praise it when you see it with behavior specific praise

Trigger Phase Colvin ’s Seven Phase Model of Acting -out Behavior INTENSITY 5. Peak 4. Acceleration 6. De-escalation 3. Agitation 1. Calm 2. Trigger 7. Recovery TIME

Trigger – Series of Unresolved Conflicts ◆Repeated failures ◆Frequent corrections ◆Interpersonal conflicts ◆Low rates of positive reinforcement Recognize – Refocus - Reassure ◆ This is where signs of early stress need to be recognized. ◆This is the best time to refocus the person’s attention away from the stress.

Trigger – Prevention & Redirection ◆ Consider function of problem behavior ◆ Remove from or modify problem context ◆ Increase opportunities for success ◆ Reinforce what has been taught

When I respond what do I say? ◆ Stay Calm – Quiet, Breath, Count, Depersonalize, Take a second ◆ Be empathic ◆ Don’t judge or discount feelings ◆ Clarify messages ◆ Ask reflective questions, use silence and restatements ◆ Refocus/redirect/reassure ◆ Avoid power struggle

That didn’t work: Setting Limits ◆ Limits are not the same as issuing an ultimatum ◆ Limits are not threats ◆ Limits offer choices with consequences ◆ The purpose of limits is to teach, not to punish ◆ Students begin to understand their actions, positive or negative, have consequences ◆ Provides structure for good decision making ◆ Setting limits is more about listening than talking ◆ Simple/clear, reasonable, enforceable

Tips to Setting Limits ◆ Be positive. Setting limits is healthy. It does not have to be done in a rude or hostile way. Firmness does not mean intimidation. ◆ Give reasonable choices with consequences (not delivered in a threatening manner) ◆ Allow time for the student to make a choice ◆ Be prepared to enforce your consequences ◆ Keep power struggles to a minimum. Set limits by using impersonal, measurable criteria (this is where routines and procedures come in to play). It is also helpful to post schedules, daily independent work assignments, and lists of rules and consequences on walls and bulletin boards for students to refer to. Having things in writing helps us “Be the director not the bad guy” ◆ Request behavior that is incompatible with the undesirable behavior. Many times it will be far more effective to say "Hands at your sides!" instead of "Don't hit!“

Agitation Phase Colvin ’s Seven Phase Model of Acting - out Behavior INTENSITY 5. Peak 4. Acceleration 6. De-escalation 3. Agitation 1. Calm 2. Triggers 7. Recovery TIME

Agitation – Unfocused Behavior ◆ Off-task ◆ Frequent start/stop on tasks ◆ Out of seat ◆ Talking with others ◆ Social withdrawal

Agitation – Reduce Anxiety ◆ Consider function of problem behavior ◆ Reframing/Diffusing statements ◆ Make structural/ environmental modifications ◆ Provide reasonable options & choices ◆ Involve in successful engagements ◆ Move Student Away Now is the time to have the student leave the anxiety producing event if possible

Ongoing Confrontation ◆ Remember: ◆ Escalated students are not rational! ◆ The more escalated they are the calmer you have to be, the less you say ◆ Escalation is not the time to establish your authority ◆ If you need to or are able to move student away from peers or peers away from students ◆ Allow release if you are able ◆ Distraction is allowed ◆ Do not go deal with consequences until the situation is over and the student is rational again ◆ Physical response only at a last resort

Acceleration Phase Colvin ’s Seven Phase Model of Acting -out Behavior INTENSITY 5. Peak 4. Acceleration 6. De-escalation 3. Agitation 1. Calm 2. Triggers 7. Recovery TIME

Acceleration – Displays Focused Behavior ◆ Deliberate ◆ High intensity ◆ Threatening ◆ Personal ◆ Minimize Talking – Model Calm This is not a time to ask the person to make choices. Model calming strategies.

The Paradoxical Response ◆ When students engage in confrontation they expect what they usually get: anger, ultimatums and more confrontation – approach in nonthreatening manner ◆ The paradoxical response: The calmer you get the more difficult it will be for the student to escalate the situation ◆ Be aware of your body and your non-verbals

Nonverbals Body Posture Stance Location Facial expression Easiest Tone Volume speed Most difficult Eyes Where I am looking Easiest Breathing How I am breathing Cross cultural Voice Nonverbals: we need to make our nonverbal expectations meet our verbal expectations The single most powerful nonverbal skill is the PAUSE

Nonverbals Body: Posture Stance Location 1. Arms to side or, 2. Arms parallel to floor or, 3. One arm up and one down, and 4. Weight Even Voice/Paraver bal: -Tone -Volume -Speed (cadence) The more agitated the student is the less you say -Low and slow -Flat voice Face/Eyes -Make sure the message on your face matches your intent -Look where you gesture The message -Confident -Believe -Expect ∙ CPI supportive stance ∙ Gestures: Palms up vs. Palms down ∙ When giving a request: Stop moving! ∙ When you pause hold your gestures -Accompany brief request with a nonverbal when you can (language, processing, etc) -NO Sarcasm “Are you ready to work now? ”

Acceleration Intervention is focused on safety Escalations & self-control are inversely related Escalation is likely to run its course

Acceleration ◆ Remove all triggering & competing maintaining factors ◆ Follow crisis prevention procedures ◆ Disengage from student

Peak Phase Colvin’s Seven Phase Model of Acting -out Behavior INTENSITY 5. Peak 4. Acceleration 6. De-escalation 3. Agitation 1. Calm 2. Triggers 7. Recovery TIME

Goal Our goal when working with children is to preserve human dignity no matter what the behavior.

Peak Phase Student is out of control & displays most severe problem behavior ◆Physical aggression ◆ Property destruction ◆ Self-injury ◆ Escape/social withdrawal ◆ Hyperventilation

Peak Phase Intervention is focused on safety ◆Focus is on crisis intervention This is not a time to talk, direct, or problem solve. The main concern is safety. Follow the school or student crisis plan.

Activity – 3 minutes • Think of a situation where a student’s behavior has escalated to the Peak phase. What factors contributed to the student’s behavior escalating? • Discuss Trigger, Agitation, and Acceleration strategies that could have been helpful in deescalating the student.

De-escalation Phase Colvin ’s Seven Phase Model of Acting -out Behavior 5. Peak INTENSITY 4. Acceleration 6. De-escalation 3. Agitation 1. Calm 2. Triggers 7. Recovery TIME

De-escalation Phase Intervention is focused on removing excess attention, helping the student regain composure and focus on cooperation

De-escalation Phase Student displays confusion - decreases in severe behavior ◆ Social withdrawal ◆ Denial ◆ Blaming others ◆ Minimization of problem

De-escalation Intervention is focused on removing excess attention ◆ Isolate from distractions ◆ Allow cool down time ◆ Avoid nagging ◆ Avoid blaming ◆ Don’t force apology ◆ Consider function ◆ Emphasize starting anew

De-escalation Phase Engage the student in a successful task • Identify the level of cooperation of the student • Mastery of task • Require response and engage student • Set a reasonable standard for completion

De-escalation Phase • Teacher documents student’s behavior and prepares for debriefing at the Recovery Stage • Teacher and or Administrator determine consequence – administer later Adults do not engage with the student at this time

Recovery Phase Colvin ’s Seven Phase Model of Acting -out Behavior 5. Peak INTENSITY 4. Acceleration 6. De-escalation 3. Agitation 1. Calm 2. Triggers 7. Recovery TIME

Recovery Phase Intervention is focused on transitioning the student back to the academic setting and problem solving utilizing the debriefing process

Recovery Phase • Debriefing/processing procedure • Proactive • Non-judgmental • Administer consequences • Develop plan with student • Allow staff involved to debrief

Approaches to Calming by Function Obtain Attention Avoidance Obtain materials/activities • Sit with student • Little to no talking, no • Have student part of • Allow venting and be an touching, more visual than developing the plan active listener verbal • Provide choices in • Go through calming • Provide a visual of calming strategies with the student calming strategies -Where to sit • Have student take your • Have a calming bag that -What to do hands, look you in the eye, has independent calming breath in, count to 5, and tasks breath out • Provide student the • You actively approach power to let you know when student at regular intervals tohe or she is ready check in • Sensory without attention • Walk and talk • Sensory with attention

Calming Tools

Calming Strategies ◆ Breathing ◆ Breath in to count of 5, hold for count of 5, exhale for count of 5 ◆ Smell the soup ◆ Yoga Breathing ◆ Put tongue behind your two front teeth ◆ Close your mouth an breathe in through your nose to the count of four slowly ◆ Breathe out for the count of four ◆ Repeat 10 times ◆ Five point scale ◆ Counting ◆ Visualization ◆ Calming tools

Recovery ◆ Follow through with consequences ◆ Positively reinforce any appropriate behavior ◆ Intervention is focused on re-establishing routine activities ◆ Reparation, Recovery, Renew

Recovery - Debrief ◆ Purpose of debrief is to facilitate transition back to program…not a further negative consequence ◆ Debrief follows consequences for problem behavior ◆ Goal is to increase more appropriate behavior

Recovery Processing & Problem Solving Why do we process? Teaches students to • • Accurately identify the problem Allows students to practice problem solving skills Provides an opportunity to practice and re-teach behavioral skills Allows us to make a plan and get students back into class where they belong

Problem Solving Conferences: Why? ◆ Teach, model, and practice problem solving skills ◆ Looks for the underlying cause of the problem ◆ Position the teacher and student as collaborators: ◆ Instead of a one-way process, it is a 2 -way conversation that involves asking the child what to do ◆ Avoid one-size fits all ◆ This is NOT A PUNISHMENT

Teacher Language During Conferencing ◆ Don’t assume you know what happened ◆ Most kids need support through this process ◆ Non-judgmental ◆ Use a matter-of-fact tone ◆ Keep teacher talk to a minimum ◆ Use words and phrases that empower the child to reflect: Do more asking than telling ◆ Use positive language that helps the child see a new way – help child reflect on what we WANT to see

Application Activity • Recall a situation when a student appeared to be in the Recovery Phase, returned to the setting and the behavior escalated again. • Knowing the importance of the De-escalation and Recovery phases, how could the situation have been handled differently? • What key strategies/components do staff need to utilize in order for the De-escalation and Recovery phases to be successful? • Develop a debriefing process to meet the needs of the students and staff in your building.

Problem Solving Conference 1. Define the problem ◆ What the student noticed, what the teacher noticed ◆ What were you doing? What did it look like? 2. Evaluate the consequences of the students choice: ◆ How did it affect the classroom? How did it affect you? 3. Define and re-teach the social or behavioral expectations related to the context or situation ◆ Define, Model, practice (roleplay) ◆ “What is the expectation when…. ”, “How can we appropriately…” ◆ Show me what that would look like… 4. Help student set a goal or make a plan • Brainstorm some alternate solutions to the problem • “Next time ____ happens I will…. ” 5. Implement the plan • Contract, re-entry to classroom, discussion with teacher 6. Check back or have the teacher check back

Consequences vs. Punishment ◆ Logical Consequences: ◆ “The three Rs” ◆ Related to the misbehavior ◆ Respectful of the child ◆ Reasonable for the child to do as well an in proportion to the misbehavior ◆ Punishment may make behavior worse ◆ Punishment only addresses the symptoms of the problem, not the reason behind it ◆ Punishment is often about the adult not the student ◆ There is a place for punishment, but it has to be part of an overall plan and should be logical

Considerations for selecting responses to problem behavior ◆ Will the response decrease the problem behavior? ◆ Will the response teach appropriate behavior? ◆ Will the response have unwanted side effects? ◆ Can the response be applied across settings? ◆ Is the response age-appropriate and respectful? ◆ Does the response offer a good contextual fit? ◆ It the response matched to the cognitive understanding of the student?

Consequences to problem behavior: Strategies ◆ Instructional procedure ◆ Teach alternative behavior ◆ Extinction ◆ Discontinues reinforcement for inappropriate behavior ◆ Differential reinforcement ◆ Provides reinforcement for appropriate behavior ◆ Negative punishment ◆ Removes preferred items or activities ◆ Positive punishment ◆ Provides something unpleasant

THREE KEY STRATEGIES ◆Intervene early ◆Identify environmental factors that can be manipulated ◆Identify replacement behaviors that can be taught (& serve same function as problem).

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.

Prevention means 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.

Website that may be helpful… PBIS World Website www. pbisworld. com

Escalating Behavior Action Planning ◆ Review features & steps of “Escalating Behavior” model ◆ Discuss extent to which escalating behavior is (or could be) issue in your school ◆ Identify how you will teach staff back home about addressing escalating behaviors ◆ Write down 3 “big ideas” from your team discussion to share in the “give one get one” networking activity.