Managing the Cycle of Escalating Behavior presented by

Managing the Cycle of Escalating Behavior presented by Sylvia Martinez, NCSP District Behavior Specialist Division of Special Education Los Angeles Unified School District California Association of School Psychologists 2007 Convention Los Angeles, California March 10, 2007

Outcomes Participants will: n Identify the seven phases of escalating behavior n Identify proactive, preventative strategies that may decrease the occurrence of escalating behavior n Identify ways to intervene during each phase of the cycle n Develop a plan for maintaining self control

Carousel Activity n n How can you prevent acting-out behavior? How can you tell when a student’s behavior is escalating? What do you do when a student is acting out? How do you deal with a student who is fully escalated?

Video Clip Think/Pair/Share n n What can the teacher do now that she is in this situation? What could the teacher have done to avoid being in this situation?

Analysis n n n Task involvement Signs of agitation Presence of successive interactions

Signs of Escalating Behavior n n n Arguing Noncompliance/defiance Verbal abuse Disruption Bothering others Off-task behavior n n n Destruction of property Whining/crying Limit testing Threats and intimidation Escape/avoidance

Strategies for Managing Escalating Behavior n n n Teacher empathy Assisting the student to focus on the task Providing space Providing assurances and additional time Permit preferred activities n n n Teacher proximity Independent activities Passive activities Movement activities Student selfmanagement when appropriate

Presence of an Escalating Chain of Behavior

Successive Interactions Series of interactions involving both teacher and student behavior n “My turn-your turn” events n Teacher behavior sets the stage for the next student behavior n What if the teacher didn’t take a turn? n Escalating behavior chains – Lets interrupt the chain of events! n

Model for Escalating Behavior Chain

Two Components for Managing Escalating Behavior 1. Understand the Model n Patterns n Specific behaviors for each phase n Know where the student is in the cycle 2. Develop Strategies for Each Phase n Implement strategies based on where the student is in the cycle

Understand the Model

Phase One- Calm Student is cooperative. n Accepts corrective feedback n Follows directives n Sets personal goals n Ignores distractions n Accepts praise n On-task

Phase Two- Trigger Student experiences a series of unresolved problems n Conflicts/Failure n Changes in routine n Pressure n Ineffective problem solving n Facing correction procedures n Non-school based triggers

Phase Three: Agitation Overall behavior is unfocused and distracted. n Off-task n Questioning/Arguing n Out of seat n Bothering others n Social withdrawal

Phase Four- Acceleration Overall behavior is staff-engaging leading to further negative interactions. n Questioning/Arguing/Threats n Noncompliance and defiance n Provocation of others n Rule violations

Phase Five- Peak Overall behavior is out of control creating safety concerns n Physical aggression n Severe tantrums n Property destruction n Self-injury n Running, screaming

Phase Six- De-escalation Overall behavior shows confusion and lack of focus. n Confusion n Withdrawal n Denial n Blaming others n May respond to concrete directions

Phase Seven- Recovery Overall behavior shows an eagerness for busy work and a reluctance to interact. n Eagerness for independent work n Subdued behavior n Defensive behavior n Sleep

Strategies

Strategies 1. Calm Intervention is focused on proactive interventions. Focus on instruction and positive behavior support. n Arrange for high rates of successful academic & social engagements n Use positive reinforcement n Teach social skills n Communicate positive expectations

Strategies 1. Calm Four Strategies: 1. Classroom Structure 2. Quality Instruction 3. Managing Attention 4. Teaching Behavior

Strategies 2. Trigger Intervention is focused on prevention and redirection. n Increase opportunities for success n Respond to students exhibiting expected behavior n Reinforce the student’s first on task response n Intermittently reinforce on-task behavior

Strategies 2. Trigger Three major areas: n Formal programs or services: curriculum interventions, counseling, community services, medical assistance n Pre-Correction: anticipating the problem behavior and intervening beforehand n Addressing non-school based triggers: parent conferences-partnerships, school support services, wrap-around services

Strategies 3. Agitation Intervention is focused on reducing anxiety. n If not addressed student may escalate or remain distracted making instruction difficult n Strategies are accommodations n Implement before onset of escalation

Strategies 3. Agitation n Make structural/environmental modifications Provide reasonable options & choices Involve in successful engagement

Strategies 3. Agitation What to do before a behavior escalates n Achieve eye contact. n Use the student’s name. n Use a non-verbal signal. n Proximity/praise. n Silent communication. n Do the unexpected. n Get them to think – give them time to decide. n Reduce distance – use proximity. n Give more “start” requests instead of “stop” requests. n Make non-emotional instead of emotional requests. n Use the “broken record” technique.

Strategies 3. Agitation Strategies: Teacher empathy Space Options/Choices Preferred activities Teacher proximity Independent activities Movement activities (jobs) Student involvement Relaxation techniques Pre-arranged signal

Strategies 3. Agitation Techniques that backfire: Raising your voice Yelling Saying “I’m the boss Insisting on having the last word Using sarcasm Attacking the student’s character Making comparisons with siblings or other students Nagging Drawing unrelated persons into the conflict Insisting you are right Preaching Making assumptions Bringing up unrelated events Holding a grudge

Strategies 4. Acceleration Intervention is focused on safety. n Remove all triggering factors n Avoid escalating prompts n Maintain calmness, respect and detachment n Approach the student in a nonthreatening manner n Utilize nonconfrontational limit-setting procedures

What are Escalating Prompts? n n n n n Agitated behavior from staff (shouting) Cornering the student Engaging in power struggles Moving into the student’s space Touching or grabbing the student Sudden or very quick responses Making derogatory statements about the student Arguing/becoming defensive Body language that communicates anger or frustration

What is a Non-Threatening Manner? n n n Speak calmly Speak privately Minimize body language Keep a reasonable distance Speak respectfully and privately Move slowly and deliberately toward the problem situation

What is a Non-Threatening Manner? n n n n Establish eye level position Be brief (KISS) Stay with agenda Avoid power struggles Give student space Don not communicate “urgency to gain control” Acknowledge cooperation

Strategies 5. Peak Intervention is focused on safety n Focus is on crisis management - implement your plan (contact the office, clear the room, etc. ) n Safe strategies n Behavioral Emergency -Hughes Bill -Assessment of Risk Factors -Behavior Support Plan -Mental Health/Other Assessment -Functional Analysis Assessment -Behavior Intervention Plan

Strategies 5. Peak Short-term interventions: n Isolation or removal of involved student n Allow time for student to “cool down” n Removal of other students

Strategies 5. Peak Legal Considerations n Definition of Behavioral Emergency n Use of Restraint n Notification/Documentation n Data Collection

Strategies 6. De-escalation Intervention is focused on monitoring for re-escalation of behavior n Monitor for health/safety of all involved n Avoid blaming n Allow time and space n Engage in independent work n Cool-down time n Determine appropriate time to debrief

Strategies 7. Recovery Intervention focuses on returning to normal activities n Follow through with consequences n Positively reinforce any displays of appropriate behavior n Debrief/rehearse problem solving routine

Strategies 7. Recovery Effective consequences Does the consequence n Model, instruct or teach a more appropriate behavior? n Interfere with the flow of the lesson? n Give the learner the choice to redirect and receive instruction? Is the consequence effective?

Debriefing Session n n n Facilitates transition back to program… not further negative consequence. Goal is to increase appropriate behavior Focus on problem solving Pinpoint events that contributed to the incident Teach replacement behaviors Debriefing activities and forms

Proactive Strategies n n n Have a school-wide positive behavior support system in place Emphasize quality instruction leading to increased academic achievement Emphasize teaching and prevention techniques

Activity n n Describe an event in which the student’s behavior escalated. Be sure to describe all seven phases of the Acting-Out Model. Describe some responses that may de-escalate the student’s escalating behavior Handout

Share!

Self-Control Plan Maintaining calmness, respectfulness and detachment n What are your stressors or “behavioral buttons? ” n What does it look like when you are stressed? n What can you do to regain self-control? n To manage stress, what can you do: - immediately - after work

Self-Control Plan Activity: n Develop your own self-control plan using the worksheet n Share your strategies and ideas about maintaining self-control Handout

Defusing Anger and Aggression Video clips

Defusing Anger and Aggression Discussion n How was the situation escalated? n How did the teacher defuse the situation?

References n n Video: Colvin, G. (2004). Defusing Anger and Aggression. Available from IRIS Media, (877) 343 -4747, www. lookiris. com. Colvin, G (2004). Managing the cycle of acting -out behavior in the classroom. Eugene, Oregon: Behavior Associates. Colvin, G. (2006). Understanding and Managing Angry-Aggressive Behavior presentation, www. behaviorassociates. org Colvin, G. & Sugai, G. (1989) Understanding & Managing Escalating Behavior presentation, www. pbis. org (cont. )

References (cont. ) n Sprague, J. & Golly, A. (2005). Best n Sprick, R. Garrison, M. & Howard, L. (1998). behavior: Building positive behavior support in schools. Longmont, Colorado: Sopris West. CHAMPs: A proactive and positive approach to classroom management. Longmont, CO: Sopris West.

Contact Information Sylvia Martinez, District Behavior Specialist LRE/Behavior Support Office Los Angeles Unified School District 333 South Beaudry Avenue, 17 th Floor Los Angeles, CA 90017 sylvia. martinez@lausd. net (213) 241 -8051