Managing the Cycle of Escalating
Behaviorpresented by
Sylvia Martinez, NCSPDistrict Behavior Specialist
Division of Special EducationLos Angeles Unified School District
California Association of School Psychologists2007 Convention
Los Angeles, CaliforniaMarch 10, 2007
Outcomes
Participants will: Identify the seven phases of escalating
behavior Identify proactive, preventative strategies
that may decrease the occurrence of escalating behavior
Identify ways to intervene during each phase of the cycle
Develop a plan for maintaining self control
Carousel Activity 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
What can the teacher do now that she is in this situation?
What could the teacher have done to avoid being in this situation?
Signs of Escalating Behavior
Arguing Non-compliance/
defiance Verbal abuse Disruption Bothering others Off-task behavior
Destruction of property
Whining/crying Limit testing Threats and
intimidation Escape/avoidance
Strategies for Managing Escalating
Behavior Teacher empathy Assisting the
student to focus on the task
Providing space Providing
assurances and additional time
Permit preferred activities
Teacher proximity Independent
activities Passive activities Movement
activities Student self-
management when appropriate
Successive Interactions Series of interactions involving both
teacher and student behavior “My turn-your turn” events Teacher behavior sets the stage for
the next student behavior What if the teacher didn’t take a turn? Escalating behavior chains – Lets interrupt the chain of events!
Two Components for Managing Escalating
Behavior
1. Understand the Model Patterns Specific behaviors for each phase Know where the student is in the
cycle
2. Develop Strategies for Each Phase Implement strategies based on where
the student is in the cycle
Phase One- Calm
Student is cooperative. Accepts corrective feedback Follows directives Sets personal goals Ignores distractions Accepts praise On-task
Phase Two- Trigger
Student experiences a series of unresolved problems
Conflicts/Failure Changes in routine Pressure Ineffective problem solving Facing correction procedures Non-school based triggers
Phase Three: Agitation
Overall behavior is unfocused and distracted.
Off-task Questioning/Arguing Out of seat Bothering others Social withdrawal
Phase Four- Acceleration
Overall behavior is staff-engaging leading to further negative interactions.
Questioning/Arguing/Threats Noncompliance and defiance Provocation of others Rule violations
Phase Five- Peak
Overall behavior is out of control creating safety concerns
Physical aggression Severe tantrums Property destruction Self-injury Running, screaming
Phase Six- De-escalation
Overall behavior shows confusion andlack of focus. Confusion Withdrawal Denial Blaming others May respond to concrete directions
Phase Seven- Recovery
Overall behavior shows an eagerness for
busy work and a reluctance to interact. Eagerness for independent work Subdued behavior Defensive behavior Sleep
Strategies
1. CalmIntervention is focused on proactiveinterventions. Focus on instruction and positive behavior support. Arrange for high rates of successful
academic & social engagements Use positive reinforcement Teach social skills Communicate positive expectations
Strategies
1. Calm
Four Strategies:1. Classroom Structure2. Quality Instruction3. Managing Attention4. Teaching Behavior
Strategies
2. Trigger
Intervention is focused on prevention and redirection.
Increase opportunities for success Respond to students exhibiting
expected behavior Reinforce the student’s first on
task response Intermittently reinforce on-task
behavior
Strategies
2. Trigger
Three major areas: Formal programs or services: curriculum
interventions, counseling, community services, medical assistance
Pre-Correction: anticipating the problem behavior and intervening beforehand
Addressing non-school based triggers: parent conferences-partnerships, school support services, wrap-around services
Strategies
3. Agitation
Intervention is focused on reducing anxiety.
If not addressed student may escalate or remain distracted making instruction difficult
Strategies are accommodations Implement before onset of
escalation
Strategies
3. Agitation
Make structural/environmental modifications
Provide reasonable options & choices
Involve in successful engagement
Strategies
3. AgitationWhat to do before a behavior escalates Achieve eye contact. Use the student’s name. Use a non-verbal signal. Proximity/praise. Silent communication. Do the unexpected. Get them to think – give them time to decide. Reduce distance – use proximity. Give more “start” requests instead of “stop”
requests. Make non-emotional instead of emotional requests. Use the “broken record” technique.
Strategies
3. Agitation
Strategies:Teacher empathy Movement activitiesSpace (jobs)Options/Choices Student involvementPreferred activities Relaxation techniquesTeacher proximity Pre-arranged signalIndependent activities
Strategies
3. Agitation
Techniques that backfire:Raising your voice Drawing unrelatedYelling persons into the
conflictSaying “I’m the boss Insisting you are rightInsisting on having the last word PreachingUsing sarcasm Making assumptionsAttacking the student’s character Bringing up
unrelatedMaking comparisons with siblings eventsor other students Holding a grudgeNagging
Strategies
4. AccelerationIntervention is focused on safety. Remove all triggering factors Avoid escalating prompts Maintain calmness, respect and
detachment Approach the student in a
nonthreatening manner Utilize nonconfrontational limit-
setting procedures
What are Escalating Prompts?
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?
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?
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. PeakIntervention is focused on safety Focus is on crisis management
- implement your plan (contact the office, clear the room, etc.)
Safe strategies 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: Isolation or removal of involved
student Allow time for student to “cool
down” Removal of other students
Strategies
5. Peak
Legal Considerations Definition of Behavioral Emergency Use of Restraint Notification/Documentation Data Collection
Strategies
6. De-escalation
Intervention is focused on monitoring for re-escalation of behavior
Monitor for health/safety of all involved Avoid blaming Allow time and space Engage in independent work Cool-down time Determine appropriate time to debrief
Strategies
7. Recovery
Intervention focuses on returning to normal activities
Follow through with consequences Positively reinforce any displays of
appropriate behavior Debrief/rehearse problem solving
routine
Strategies
7. Recovery
Effective consequencesDoes the consequence Model, instruct or teach a more
appropriate behavior? Interfere with the flow of the lesson? Give the learner the choice to
redirect and receive instruction?Is the consequence effective?
Debriefing Session 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
Have a school-wide positive behavior support system in place
Emphasize quality instruction leading to increased academic achievement
Emphasize teaching and prevention techniques
Activity
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
Self-Control Plan
Maintaining calmness, respectfulness and detachment
What are your stressors or “behavioral buttons?”
What does it look like when you are stressed?
What can you do to regain self-control? To manage stress, what can you do:
- immediately- after work
Self-Control Plan
Activity: Develop your own
self-control plan using the worksheet
Share your strategies and ideas about maintaining self-control
Handout
Defusing Anger and Aggression
Discussion How was the
situation escalated?
How did the teacher defuse the situation?
References
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.) Sprague, J. & Golly, A. (2005). Best
behavior: Building positive behavior support in schools. Longmont, Colorado: Sopris West.
Sprick, R. Garrison, M. & Howard, L. (1998). CHAMPs: A proactive and positive approach to classroom management. Longmont, CO: Sopris West.
Contact Information
Sylvia Martinez, District Behavior Specialist
LRE/Behavior Support OfficeLos Angeles Unified School District333 South Beaudry Avenue, 17th FloorLos Angeles, CA 90017
[email protected](213) 241-8051