Managing Escalations and Crises

1. Managing Escalations and Crises Colvin & Sugai, 1989 (& Filter, 2007)

3. ASSUMPTIONS • Behavior is learned • Behavior is lawful • Behavior is escalated through successive interactions • Behavior can be changed through an instructional approach

4. 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

5. THREE KEY STRATEGIES • Intervene early in an escalation • Identify environmental factors that can be manipulated • Identify replacement behaviors that can be taught & serve similar function

6. The MODEL High Peak Acceleration De-escalation Agitation Trigger Calm Recovery Low

7. The MODEL High Low CALM 

8. Calm – Student is Cooperative • Accepts corrective feedback • Follows directives • Sets personal goals • Ignores distractions • Accepts praise

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

10. The MODEL High TRIGGER  Low

11. Trigger – Series of Unresolved Conflicts • Repeated failures • Frequent corrections • Interpersonal conflicts • Timelines • Low rates of positive reinforcement

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

13. The MODEL High AGITATION  Low

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

15. Agitation – Reduce Anxiety • Consider function of problem behavior • Make structural/environmental modifications • Provide reasonable options & choices • Involve in successful engagements

16. The MODEL High ACCELERATION Low

17. Acceleration – Displays Focused Behavior • Provocative • High intensity • Threatening • Personal

18. Acceleration - Safety • Remember: • Escalations & self-control are inversely related • Escalation is likely to run its course

19. Acceleration • Remove all triggering & competing maintaining factors • Follow crisis prevention procedures • Establish & follow through with bottom line • Disengage from student

20. The MODEL High PEAK Low

21. Peak – Out of Control • Physical aggression • Property destruction • Self-injury • Escape/social withdrawal • Hyperventilation

22. Peak - Safety • Procedures like acceleration phase, except focus is on crisis intervention

23. The MODEL High DECELERATION Low

24. De-escalation - Confusion • Social withdrawal • Denial • Blaming others • Minimization of problem

25. De-escalation – Remove Attention • Avoid nagging • Avoid blaming • Don’t force apology • Consider function • Emphasize starting anew

26. The MODEL High RECOVERY  Low

27. Recovery – Engage in Non-engagement Activities • Attempts to correct problem • Unwillingness to participate in group activities • Social withdrawal & sleep

28. Recovery • Follow through with consequences • Positively reinforce any appropriate behavior • Intervention is focused on re-establishing routine activities

29. 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

30. 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?

31. The MODEL High Peak Acceleration De-escalation Agitation Trigger Calm Recovery Low

32. What assignment? Jason, please turn in your 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 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

33. A solid de-escalation and prevention program The Think Time Strategy

34. Think Time Strategy Big Idea: Structured“time out” procedure • Students leave room before extreme escalation and come back after calming down and thinking through problem • Developed by J Ron Nelson (published by Sopris West)

35. Think Time Process • Student misbehaves • Student is given reminder • Student is assigned “Think Time” If successful – invite warmly back to classroom/work If refusal to go or does not follow rules – Administrative Think Time *Administrative Think Time – Further opportunity to calm down and reflect on behavior *Return to originally assigned “Think Time”

38. Think Time Strategy • Strengths: • Can be implemented with only one other teacher OR school wide • Has some data supporting it • Requires minimal prep time

39. Think Time Strategy • Weaknesses: • “One size fits all” • Reactionary • Implemented after behavior occurs

40. Website that may be helpful… The really big list of classroom management resources.

41. Website that may be helpful… www.disciplinehelp.com