Managing Angry Kids

1. Managing Angry Kids A Staff Development Program to Prevent and Manage Acting-Out Behavior Adapted from Material by : Geoff Colvin, Ph.D. Malcolm Smith, Ph. D. JKM Inc.

2. I should’ve called sooner.

3. Part OneModel for describing the phases of acting-out behavior Acting-out behavior will be presented in terms of seven phases of behavior depicted in the graph below. Behavioral indicators will be described for each of the phases. The descriptions are generalizations or summaries of behavior from a large number of students over many years. 5. Peak 4. Acceleration Intensity 6. De-escalation 3. Agitation • Trigger • Calm 7. Recovery Time

4. 5. Peak 4. Acceleration Intensity 6. De-escalation 3. Agitation • Trigger Thinking Normal • Calm 7. Recovery Time

5. Fear Violence Anger

6. Phase One ---Calm1. On Task2. Follows rules and expectations3. Responsive to praise4. Initiates behavior5. Goal oriented6. Socially appropriate Overall BehaviorCooperative 5. Peak 4. Acceleration Intensity 6. De-escalation 3. Agitation 2. Trigger 1. Calm 7. Recovery Time

7. Phase Two---Trigger1. Conflicts a. Denial of something they need b. Something negative is inflicted on them2. Changes in routine3. Provocations4. Pressure5. Interruptions6. Ineffective problem solving7. Errors8. Corrections Overall BehaviorSeries of unresolved problems 5. Peak 4. Acceleration Intensity 6. De-escalation 3. Agitation 2. Trigger 1. Calm 7. Recovery Time

8. Phase Three---AgitationIncrease or Decrease in BehaviorIncrease Decrease1. Eyes dart Stares into space2. Language non- Language subdued conversational3. Busy hands Hands contained4. In and out of groups Withdraws from groups5. Off task/On task Off task “Frozen” Overall BehaviorUnfocused 5. Peak 4. Acceleration Intensity 6. De-escalation 3. Agitation 2. Trigger 1. Calm 7. Recovery Time

9. Phase Four---Acceleration 1. Questioning and arguing 2. Non-compliance and defiance 3. Off task 4. Provoking students 5. Compliance with accompanying inappropriate behaviors 6. Criterion problems 7. Whining and crying 8. Avoidance and escape 9. Threats and intimidation10. Verbal abuse Overall BehaviorStudent displays engaging behaviors 5. Peak 4. Acceleration Intensity 6. De-escalation 3. Agitation 2. Trigger 1. Calm 7. Recovery Time

10. Phase Five---Peak 1. Physical abuse 2. Assault 3. Self-abuse 4. Severe tantrums 5. Hyperventilation 6. Screaming 7. Running 8. Violence Overall BehaviorStudent is out of control 5. Peak 4. Acceleration Intensity 6. De-escalation 3. Agitation 2. Trigger 1. Calm 7. Recovery Time

11. Phase Six---De-Escalation 1. Confusion 2. Reconciliation 3. Withdrawal 4. Denial 5. Blaming others 6. Sleeping 7. Responsive to directions 8. Responsive to manipulative or mechanical tasks 9. Avoidance of discussion (unless there is occasion to blame others) Overall BehaviorStudent displays confusion 5. Peak 4. Acceleration Intensity 6. De-escalation 3. Agitation 2. Trigger 1. Calm 7. Recovery Time

12. Phase Seven---Recover 1. Eagerness for Independent work or activity 2. Subdued in group work 3. Subdued in class work 4. Defensive 5. Avoidance of de-briefing Overall BehaviorEagerness for busy work and reluctance to discuss 5. Peak 4. Acceleration Intensity 6. De-escalation 3. Agitation 2. Trigger 1. Calm 7. Recovery Time

13. Summary of Part One There are seven phases of acting-out behavior. We need to be able to observe student behavior so as to identify which phase the student may be in. Most of the variability between students lies in the specific behaviors students may exhibit for a given phase and then how quickly they move through the phases.

14. Phase One-Calm • Structure • Preparation • Delivery of Instruction • Classroom Organization • Expectations • Management • Quality Instruction • “Teach them to learn and they will pay attention” • Providing Attention • Contingent Attention • Non-contingent Attention

15. Phase Two-Triggers • Identify contexts that trigger escalation • Reteach Expectations • Modify the Context • Cue and Precorrect • Provide positive feedback when the student demonstrates the expected behavior • Monitor and Review

16. Phase Two-Triggers • Formal strategies for problem-solving • Curricula • 1:1 services from district resources • Services purchased from the community • Pre-Correction Plan • Context or predictable problem behavior • Expected or alternative behavior • Context adjustments or accommodations • Behavioral rehearsal • Strong reinforcement • Prompts • Monitoring plan

17. Individual Problem Solving Plan • Clearly identify the source of the problem • Identify possible solutions for the problem • Assist student in evaluation options and selecting one option • Discuss results and implication of the choice • Develop implementation plan, specify task and who is responsible for each • Develop criteria for success and specify review date

18. Phase Three-Agitation • Basic Approach- Make accommodations • Timing Make accommodation before the onset of serious behavior – otherwise you may reinforce a chain of avoidance or escalation • Space Provide the student with an opportunity to have some isolation from the rest of the class

19. Time Give the student some options with deadlines • Preferred Activities Allow the student to engage in a preferred task for a short time • Teacher Proximity Stand near the student if possible or have student’s desk near the teacher’s– but back off if signs are apparent

20. Independent Activities Independent activities where the student needs a minimum of assistance • Movement Activities Help set up materials, run an errand, etc. • Involve the student in the plan

21. Phase Four-Acceleration • Avoid escalating prompts • Agitated behavior from staff • Cornering the student • Power games, “getting in student’s face” • Touching or grabbing • Nagging • Making statements that may discredit the student in front of his/her peers “I appreciate the way you are ignoring…” • Engaging in arguing • Maintain calmness, respect and detachment

22. Utilize crisis prevention strategies • Establish a “bottom line” negative consequence • Delivery • Present the expected behavior and the bottom line consequence as a choice or decision • Allow some time for the student to decide • Withdraw from the student, attend to others or engage in some other task • Follow-up • De-brief What was your behavior? What was your concern or need?

23. What else could you have done that would have been acceptable and would have met your need? What will you do next time this situation arises? Remember!!! If you inadvertently assist the student to escalate, do not be concerned as you’ll get another chance to do it right in the very near future!!!

24. Phase Five-Peak • Short term interventions Must address SAFETY First!!! • Isolation and removal of other students • Parent contact • Police call • Short term suspension • Restraint • Precautions These are intrusive procedures!! It is critical that staff have developed a clear process for managing students at the peak of out-of-control behavior • School procedures

25. Training for those who will use them • More than one staff member • Monitor carefully and prepare to offer an independent activity • Careful records should be kept • Parent permission through IEP • Long term interventions Repeated instances should be a “red flag” for doing things differently • Plan to intervene earlier in the chain • Analyze the environment for escalating prompts • Assess school work • Refer for counseling • Refer for evaluation

26. Phase Six-De-Escalation • Isolate the student • Allow some time to cool down • Engage in independent work for twenty minutes • Complete exit paperwork • Restore environment • Resume regular schedule

27. Phase Seven-Recovery • Provide strong focus on normal routines • Do not negotiate on consequences for the serious behavior • Strongly acknowledge appropriate handling of situations similar to previous situation where student exhibited serious behavior • De-brief • Communicate expectation that the student can succeed with help • Establish a plan with specific steps

28. The Profile of a Dangerous Educator A dangerous educator • …believes that his job is not about relationships. • …believes that this is just a job, and when the school day is over, the work’s all done. • …believes that he/she can handle any situation alone. • …believes that, It was good enough for me, by golly, it oughta’ be good enough for them.” • …believes that all these kids need is a good whippin.’ • …believes that what he/she does outside of here has no bearing. • …believes that anger shouldn’t be part of the curriculum. • …never makes time to just sit and listen. • …believes that these kids have no right to be mad.

29. …believes he/she can’t make a difference. • …believes that punishment is more effective than discipline. • …thinks you shouldn’t smile until Thanksgiving • …believes that morality and values should only be taught at home. • …sees the act, not the young person behind it. • …believes that strict adherence to the rules is the most important goal of any youth’s day. • …forgets that he/she is modeling. • …is a “structure monster.” • …constantly says “that isn’t in my job description.” • …doesn’t deal with his/her anger. • …believes that saying “I’m sorry” would be a bad message to give. • …never makes mistakes. • …never allows young people their mistakes. • …can’t wait for the day to end.

30. …believes that calling for help is a sign of weakness. • …believes he/she can handle any situation. • …never wonders what happened to the young people once they leave. • …never practices random acts of kindness or senseless acts of beauty. • …thinks his/her job is only to maintain order. • …has no boundaries. • …has no structure. • …makes promises he/she can’t keep. • …thinks these kids can’t be trusted. • …doesn’t understand that respect is a two-way street. • …has lost a sense of humor. • …doesn’t believe in a second chance. • …thinks it’s too late for these kids to learn something. • …is resistive to change. • …never takes time to care about his/her team members.