1 Managing the Cycle of Escalating BehaviorUnderstanding and Planning for Escalation in FBA Portland Public Schools Presented by Rick Kirschmann May, 2014

2 Today Identify the cycle of escalating behaviorIdentify strategies to decrease the occurrence of escalating behavior Identify ways to intervene during the cycle Use FBA/BSP to plan for managing escalating behaviors

3 Expectations Conversation Lots! Please be sensitive to cell phones, texting, computer use, and side bar conversation Help Raise hand, note on the “bike rack” Activity See Today’s Outcomes Movement Rule of “Two Feet” Participation Fully present and engaged

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

5 The Escalation Cycle High Peak Acceleration De-escalation AgitationLow Calm Peak De-escalation Recovery Acceleration Agitation Trigger Colvin & Sugai, 1989

6 Escalating Phases Peak Calm Trigger De-escalation Agitation RecoveryStudent is out of control and displays most severe problem behavior De-escalation Student displays confusion but with decreases in severe behavior Recovery Student displays eagerness to participate in non-engagement activities Calm Student is cooperative Trigger Student experiences a series of unresolved conflicts Agitation Student exhibits increase in unfocused behavior Acceleration Student displays focused behavior

7 Resource

8 ASSUMPTIONS Behavior is learned (taught)Behavior is purposeful (functional) Behavior is escalated through successive interactions (practice/habits) Behavior can be changed through an instructional approach

9 How to Help…. Intervene early in an escalationIdentify environmental factors that can be changed Teach replacement behaviors

10 Signs of Escalating BehaviorArguing Non-compliance/defiance Verbal abuse Disruption Bothering others Off-task behavior Destruction of property Whining/crying Limit testing Threats and intimidation Escape/avoidance

11 Strategies for Managing Escalating BehaviorTeacher 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

12 Escalating Chain of Behavior

13 Successive InteractionsSeries of interactions between teacher and student “My turn-your turn” 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!

14 Model for Escalating Behavior Chain

15 The Model Always HappensHgh Low

16 Two Components for Managing Escalating Behavior1. 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

17 Understand the Model

18 Phase One: Calm Student is cooperative. Accepts corrective feedbackFollows directives Sets personal goals Ignores distractions Accepts praise On-task

19 Phase Two: Trigger Student experiences a series ofunresolved problems. Conflicts/Failure Changes in routine Pressure Ineffective problem solving Facing correction procedures Non-school based triggers

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

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

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

23 Phase Six: De-escalationOverall behavior shows confusion and lack of focus. Confusion Withdrawal Denial Blaming others May respond to concrete directions

24 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

25 Strategies

26 Intervention is focused on proactive prevention. Strategies 1. Calm Intervention is focused on proactive prevention. Arrange for high rates of successful academic & social engagements Use positive reinforcement Teach skills Communicate positive expectations

27 Classroom Structure (STOIC/CHAMPS) Strategies 1. Calm Four Strategies: Classroom Structure (STOIC/CHAMPS) Quality Instruction (culturally relevant & engaging) Managing Attention (relationships) Teaching Behavior

28 Intervention is focused on prevention and redirection. 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

29 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

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

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

32 Strategies 3. Agitation What to do before a behavior escalatesAchieve eye contact Use person’s name Non-verbal signal Proximity & praise Reduce distance Do the unexpected Give time to think & decide Give more “start” requests instead of “stop” requests. Make non-emotional instead of emotional requests Use the “broken record” technique.

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

34 Strategies 3. Agitation Techniques that backfire:Raising your voice Saying “I’m the boss” Insisting on having the last word Sarcasm Nagging Comparing to others Drawing others in Insisting you’re right Preaching Assumptions Non related events Holding a grudge

35 Strategies 4. AccelerationIntervention is focused on safety Remove all triggering factors Avoid escalating prompts Maintain calmness, respect and detachment Approach the student in a non-threatening manner Utilize non-confrontational limit-setting

36 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 Arguing/becoming defensive Body language that shows anger & frustration

37 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

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

39 Intervention is focused on safetyStrategies 5. Peak Intervention is focused on safety Crisis management – NVCI Implement your plan contact the office clear the room DO NOT PROBLEM SOLVE Encourage Calmness Deep breaths Sitting down “You are not in trouble”

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

41 Legal Considerations: Define Emergency (Safety Plan) Use of Restraint Strategies 5. Peak Legal Considerations: Define Emergency (Safety Plan) Use of Restraint Notification/Documentation Revise FBA/BSP/MEB Data Collection Staff Debrief

42 Strategies 6. De-escalationIntervention 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

43 Intervention focuses on returning to normal activities 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

44 Effective ConsequencesStrategies 7. Recovery Effective Consequences Does 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?

45 Debriefing Session Facilitates transition back to class… 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

46 Proactive Strategies Have school-wide PBIS in placeEmphasize quality instruction leading to increased academic engagement Emphasize teaching and prevention techniques

47 Share!

48 Resources

49 References Video: Colvin, G. (2004). Defusing Anger and Aggression. Available from IRIS Media, (877) , Colvin, G (2004). Managing the cycle of acting-out behavior in the classroom. Eugene, Oregon: Behavior Associates.

50 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.

51 FINAL THOUGHT It is always important to remember,“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).

52 Managing Escalating BehaviorFunctional Behavioral Assessment (FBA) & Behavior Support Planning (BSP) Managing Escalating Behavior

53 Function Based ApproachSolutions focus on environmental events and skill deficits, not “within person” pathologies What triggers and maintains the behavior? How can we proactively prevent the behavior? What skills does the student lack? Emphasis is on changing the student’s environment and teaching skills rather than “fixing the person”

54 Behavior is FunctionalIt serves a purpose Obtain or Escape The consequence or result of a behavior affects the future occurrence of the behavior Kids figure out how to get their needs met

55 Functions Problem Behavior Obtain Escape Sensory Stimulation TangiblePositive Reinforcement a behavior is strengthened by getting a desired condition Negative Reinforcement a behavior is strengthened by stopping an undesirable condition Problem Behavior Obtain Escape Sensory Stimulation Tangible Activity Attention Peer Adult

56 Behavior is PredictableEnvironmental conditions set-up, set-off, or maintain problem behavior Antecedents predict when a behavior will occur Consequences maintain behavior (problem or desired)

57 Escalating Behavior

58 FBA Process Has 4 ComponentsFunctional Behavioral Assessment Behavior Support Plan Implementation Monitoring

59 Behavior is ChangeableMake the problem behavior, Irrelevant Inefficient Ineffective

60 Information Gathered for FBARecords Review ABC Analysis Routines Analysis Behavior Escalation Interviews Observations Consideration of Culture and Context

61 When Should the BSP Include a Plan for Escalating Behavior?When a student exhibits challenging behavior which escalates from mild to more intense.

62 Behavior Support PlanningFBA BSP FBA = ALWAYS!!! BSP = ALWAYS!!! Plan For Managing Escalating Behavior = Behavior gets intense Safety Plan = If student needs constant supervision and emergency likely

63 Worksheet For Function Based SupportFBA & BSP Worksheet For Function Based Support

64

65 Developed During FBA and is ONLY One Part of the BSPA Tool Used in FBA/BSP Developed During FBA and is ONLY One Part of the BSP

66 Student’s Escalating Behavior

67 BSP Prevention

68 BSP Prevention

69 BSP Teach

70 BSP Teach Plus Long Term Skill

71 BSP Correct & Reinforce

72 BSP Correct & Reinforce

73 Resources Extras and Ideas

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75 Progressive Break Plan

76 Verbal De-escalation Techniques