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Managing Difficult Behaviors: An Overview of The Conflict Cycle and Verbal De-Escalation Strategies. Paul Bordelon, School Psychologist Intervention and Prevention Services, FCPS Karen Glago Durocher, PhD Office of Special Education Instruction, FCPS. 1. Objectives.
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Managing Difficult Behaviors:An Overview of The Conflict Cycle and Verbal De-Escalation Strategies Paul Bordelon, School Psychologist Intervention and Prevention Services, FCPS Karen Glago Durocher, PhD Office of Special Education Instruction, FCPS 1
Objectives • Provide an overview of the nature of acting out behavior • Review of teacher and staff roles in the conflict cycle • Review Strategies to address common problem behaviors in the classroom 2
Managing difficult behavior is like a _______ because ________
Managing behavior is all about what we say and do! (Colvin, 2004) 4
Implementation Guidelines Manage minor problem behaviors quickly and efficiently Plan, teach, and implement predetermined hierarchy of consequences Implement in order consistently For example for the first rule infraction-Reteach Signal occurrence Tell the student the correct response Ask student to restate/demonstrate Disengage AVOID POWER STRUGGLES
Hierarchy of Consequences Level 1: Class Verbal Reminder Level 2: Nonverbal Cues Level 3: Student Specific Reminder/Modification Level 4: Private Conference Level 5: Time Away ( in- or out-of-class) Level 6: Parent Conference Level 7: TIME OUT ROOM
Steps 1-4: Emphasis on prevention and teaching Steps 5-7: Emphasis on safety, crisis management, re-entry and follow-up procedures 7 http://iris.peabody.vanderbilt.edu/bi1/bi1_02.html
Calm Phase • Overall student behavior is cooperative and acceptable. • Respond to teacher directions and praise • Accept corrective feedback • Engages in and completes work • Ignore distractions and/or inappropriate behaviors of others http://www.iris.peabody.vanderbilt.edu/bi1/bi1_03.html
Proactive Strategies for Maintaining Calm Phase • Analyze design of physical space of the classroom • Create a practical schedule • Establish high classroom expectations for all • Use predictable classroom routines • Manage instruction, incorporate best practices • Teach behaviors while students are in calm phase PLAN IT OUT!
Trigger Phase • Triggers also referred to as setting events, aversive stimuli, antecedents, etc. • Overall behavior is a series of unresolved conflicts • School-based examples • Repeated failures, frequent corrections, teasing, conflicts with other students, etc… • Nonschool-based examples • Argument with parent, no breakfast, substance abuse, family member illness, Inadequate, sleep, etc…
Pre-correction Strategies for Trigger Phase • Provide strong reinforcement for occurrences of expected behaviors • Prompt expected behaviors • Identify the context (trigger) and predictable behavior problem • Specify expected behaviors • Modify the context • Conduct behavior rehearsals
Signs of Agitation(Increases or Decreases in Behavior) • Observe student’s body language • Limited eye contact/veiled eyes • Busy hands – tapping pencils, rubbing legs, wringing hands • Moving in and out of groups with no goal directed purpose • Off task/head down • Starring into space • Listen to student’s response • Unwillingness to talk/disrespectful tone • Close ended short responses 15
Agitation Phase • Occurs due to an inability to handle trigger • Noticeable change in behavior • Rise in level of stress • Loss of attention and concentration • Increase in off-task behavior • May last a long time • Signals the possibility that an acting-out behavior may develop • Prime opportunity to intervene and change the course of the behavior (and quite possibly your day!) 16
Calming Strategies for Managing the Agitation Phase • Offer teacher empathy • Assist student with task • Provide space • Offer assurances and additional time • Permit preferred activities (within set parameters) • Change activities (independent, passive, movement) • Maintain teacher proximity • Use student self-management where appropriate 17
Acceleration Phase • Behavior becomes focused and directed typically at staff • Questioning and arguing • Noncompliance and defiance • Disruptive behaviors • Provoking of others • Limit testing • Whining and crying • Inappropriate verbalizations (e.g., threats) • Destruction of property… 19
Defusing Strategies for Managing the Acceleration Phase(Last Opportunity to Avoid Peak Behavior) • Consciously avoid escalating prompts that lead to more serious behaviors: • Shouting • Engaging in power struggles • Moving into the student’s space • Touching the student • Sudden or very quick movements • Using “put-down” statements • Becoming defensive and arguing • Communicating anger and frustration through body language 20
Remain calm, detached, and respectful • PAUSE – The most powerful response is no immediate response. • Realize the student is playing a game • Don’t take it personally! • Use your predetermined procedures • Utilize non-confrontational limit-setting procedures • Establish initial set-up • Present the information as a decision • Follow-through http://www.iris.peabody.vanderbilt.edu/bi1/bi1_06.html 21
Remember. . . • Proxemics • Kinesics • Verbal and Nonverbal Response Sarcasm
Use non-confrontational limit-setting procedures. • Step 1: Restate expectations in calm manner • Step 2: Present the information as a choice • Present the desired behavior and the consequence if he/she does not comply as a decision for the student to make • Allow time for the student to decide • Withdraw from the student, attend to other students or engage in some other task • Step 3: Follow through and ignore low level negative statements and see them for what they are…face-saving remarks
Steps 1-4: Emphasis on prevention and teaching Steps 5-7: Emphasis on safety, crisis management, re-entry and follow-up procedures 24
Five Key Points • Conflict is unavoidable and natural • Conflict is manageable- You can do it! • Intervene early and often for best results • Pause- • Often the most powerful response is no immediate response. • Think- What predetermined step should occur next? • Don’t take it personally 25
Final Thought Geoff Colvin (1989): It is always important to remember that “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.” 26