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Phases of the Acting-Out Cycle

Phases of the Acting-Out Cycle. Functional Divisions of the Cerebral Cortex. Cortical Area Function Prefrontal Cortex Problem Solving, Emotion, Complex Thought Motor Coordination of Association complex Cortex movement

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Phases of the Acting-Out Cycle

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  1. Phases of the Acting-Out Cycle

  2. Functional Divisions of the Cerebral Cortex • Cortical AreaFunction • Prefrontal Cortex Problem Solving, Emotion, Complex Thought • Motor Coordination of Association complex Cortex movement • Visual Complex Association processing of Area visual information • Wernicke’s Area Language Comprehension • Speech Center Speech production and Articulation

  3. The Sources of Emotions • Researchers believe that the frontal lobes and the amygdala are among the most important brain structures affecting emotions. • Feelings of happiness and pleasure are linked to the prefrontal cortex. • Anger, fear, sadness, and other negative emotions are linked to the amygdala.

  4. THREE KEY STRATEGIES • Identify how to intervene early in an escalation. • Identify environmental factors that can be manipulated. • Identify replacement behaviors that can be taught & serve similar function.

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

  6. 1. Calm • Student is cooperative. • Accepts corrective feedback. • Follows directives. • Sets personal goals. • Ignores distractions. • Accepts praise.

  7. Calm • Intervention is focused on prevention. • Assess problem behavior • Triggers • Function • Academic & behavioral learning history • Arrange for high rates of successful academic & social engagements. • Use positive reinforcement. • Teach social skills. • Problem solving • Relaxation strategy • Self-management • Communicate positive expectations.

  8. 2. Trigger • Student experiences a series of unresolved conflicts. • Repeated failures • Frequent corrections • Interpersonal conflicts • Timelines • Low rates of positive reinforcement

  9. Trigger • Intervention is focused on prevention & redirection. • Consider function of problem behavior in planning/implementing response. • Remove from or modify problem context. • Increase opportunities for success. • Reinforce what has been taught.

  10. 3. Agitation • Student exhibits increase in unfocused behavior. • Off-task • Frequent start/stop on tasks • Out of seat • Talking with others • Social withdrawal

  11. Agitation • Intervention is focused on reducing anxiety. • Consider function of problem behavior in planning/implementing response. • Make structural/environmental modifications. • Provide reasonable options & choices. • Involve in successful engagements.

  12. 4. Acceleration • Student displays focused behavior. • Provocative • High intensity • Threatening • Personal

  13. Acceleration • Intervention is focused on safety. • Remember: • Escalations & self-control are inversely related. • Escalation is likely to run its course.

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

  15. 5. Peak • Student is out of control & displays most severe problem behavior. • Physical aggression • Property destruction • Self-injury • Escape/social withdrawal • Hyperventilation

  16. Peak • Intervention is focused on safety. • Procedures like acceleration phase, except focus is on crisis intervention

  17. 6. De-escalation • Student displays confusion but with decreases in severe behavior. • Social withdrawal • Denial • Blaming others • Minimization of problem

  18. De-escalation • Intervention is focused on removing excess attention. • Don’t nag. • Avoid blaming. • Don’t force apology. • Consider function of problem behavior • Emphasize starting anew.

  19. 7. Recovery • Student displays eagerness to engage in non-engagement activities. • Attempts to correct problem. • Unwillingness to participate in group activities. • Social withdrawal & sleep.

  20. Recovery • Follow through with consequences for problem behavior. • Positively reinforce any displays of appropriate behavior. • Intervention is focused on re-establishing routines activities.

  21. 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.

  22. 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?

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

  24. THREE KEY STRATEGIES • Identify how to intervene early in an escalation. • Identify environmental factors that can be manipulated. • Identify replacement behaviors that can be taught & serve similar function.

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