On National Teacher Day, meet the 2024-25 Kenan Fellows
Phases of escalating behaviours melbourne 24 june 2011
1. School Wide Positive Behaviour Support
& Managing Severe Behaviour
Stuart McKenzie & Sven Jamvold
School Psychology Service
2. Key Objectives
Brief overview of School Wide Positive Behaviour
Support
To understand the “Phases of Escalating
Behaviour” model and be able to apply this model
to profile students with severe challenging
behaviour
To enhance the development and implementation
of effective intervention strategies for students with
severe challenging behaviour
4. How were you disciplined when you were
at school?
5. Why this tendency to get
tougher?
Assume student is inherently bad and/or
stubborn behaviour requires much more
intensive consequences
Assume student must ‘learn’ to take
responsibility for their own behaviour and
prove they deserve to be in class
Assume aversive consequences teach
students to behave
We get temporary relief
6. What is unhelpful with
getting tough?
Fosters environments of control
Antisocial behavior is triggered and reinforced
Shared accountability is shifted away from
school and to the student/family/community
Child-adult relationship are devalued and put
at risk
Link between academic programming and
social behavior is weakened
Research does not support effectiveness
8. Academic Errors Behavioural Errors
Students who achieve good work
deserve some recognition
Students should behave
appropriately without needing
recognition
Students are trying to make the correct
response
Students are trying to be disruptive -
that is, to make an incorrect
response
Errors are accidental Errors are deliberate
Errors are inevitable Students are refusing to cooperate
Learning requires exploration Students should not explore limits;
they should obey them
Students who are having difficulties
need additional or modified teaching
Students who are having difficulties
should be punished
9. School Wide Positive Behaviour
Support
Universal Prevention:
School/Classroom-Wide Systems
for all Students, Staff, & Settings
• 3-5 Positively stated rules
•Behaviour Matrix – schoolwide
behaviour expectations.
•Lesson plans to teach behaviour
expectations
•Procedures for encouraging
expected behaviour
•Procedures for discouraging rule
violations
•Data collection, evaluation and
monitoring.
Other SW Programs
Tribes
Friendly Schools & Families
Restorative Justice
Values
etc
18. 18
Develop a Teaching
Matrix
Create a “matrix” of expectations by
setting
Classroom Pathways
and Stairs
Bus Lines
Be Safe Get adult
help for
accidents
and spills
Keep to the
left
Walk
Face forward
On signal,
line up, one
arm-length
apart
19. Teaching
Matrix
SETTING
All Settings Hallways Playgrounds Cafeteria
Library/
Computer
Lab
Assembly Bus
Respect
Ourselves
Be on task.
Give your
best effort.
Be prepared.
Walk. Have a plan.
Eat all your
food.
Select healthy
foods.
Study, read,
compute.
Sit in one spot.
Watch for your
stop.
Respect
Others
Be kind.
Hands/feet to
self.
Help/share
with others.
Use normal
voice volume.
Walk to right.
Play safe.
Include others.
Share
equipment.
Practice good
table manners
Whisper.
Return
books.
Listen/watch.
Use appropriate
applause.
Use a quiet
voice.
Stay in your
seat.
Respect
Property
Recycle.
Clean up
after self.
Pick up litter.
Maintain
physical
space.
Use equipment
properly.
Put litter in
garbage can.
Replace trays
& utensils.
Clean up
eating area.
Push in
chairs.
Treat books
carefully.
Pick up.
Treat chairs
appropriately.
Wipe your feet.
Sit
appropriately.
Expectations
1. SW
Expectations 2. NATURAL
CONTEXT
3. BEHAVIOR
EXAMPLES
20. STATE HIGH SCHOOL TEACHING MATRIX
Expectation ROUTINE/SETTING
I am … All Settings Classroom Bus Walkways
Tuck-shop /
Canteen
Oval
HPE
Playground
UniversalExpectations
Safe
Show self
control
Report any
problems
Gain
permission to
leave and to
be in any
setting
Keep body to
self.
Follow
directions.
Use
equipment
carefully
Keep bodies
calm
Wait in
designated
area
Keep all of
your body
inside the bus.
Keep bodies
calm
Walk
Keep left
Keep bodies
calm
Wait patiently
Walk
Place rubbish
in bins
Keep bodies
calm
Use equipment
for intended
purpose.
Participate in
school
approved
games only.
Use equipment
for intended
purpose.
Participate in
school approved
games only.
Respectful
Be tolerant of
others
Accept
individual
differences
Care for self,
others and the
environment
Use polite
language
Respect
others right
to learn.
Older students
to look out for
little ones
Show driver
respect.
Walk quietly so
others can
continue
learning
Eat only your
food.
Listen to / for
instructions
Play fair –
show good
sportsmanship
Play fair – show
good
sportsmanship
a Learner
Be on task.
Do your best.
Manage your
time.
Be prepared.
Challenge
yourself.
Listen
actively
Follow
instructions
Do your best
Be on time for
next class
Return to class
promptly
Eat healthily.
Manage your
money.
Learn new
games and
activities.
Learn new
games and
activities.
29. SWPBS Evidence
International
Over 14,000 schools implementing SWPBS
http://www.pbis.org/research/default.aspx
Implementation of SWPBS related to:
Reduction in office discipline referrals
Reduction in suspensions, and
Improved academic performance
31. TOTAL NUMBER OF SUSPENSIONS:
2009 – 123
2010 – 40
2011 – 4 to July
32. 32
School-wide Evaluation
Tool (SET)
“Reality Check” versus “Perceptions”
Principal Interview
Staff Interview. 10 (random)
Student Interview. 15 (random)
Asks key questions relating to school expectations/ rules
from BMIS policy.
Use the language of the school.
33. 33
SET RESULTS
Narrogin SHS SET Features and Implementation Scores August 2009
0.0%
20.0%
50.0%
12.5%
25.0%
18.8%
100.0%
32.3%
0%
25%
50%
75%
100%
ExpectationsDefined
ExpectationsTaught
RewardSystem
ViolationsSystem
DecisionMaking
Management
DistrictSupport
ImplementationAverage
PercentImplemented
34. Narrogin SHS SET Features and Implementation Scores
0%
25%
50%
75%
100%
1st Year
2nd Year
3rd Year
4th Year
5th Year
35. School Wide Positive Behaviour
Support
Individual Prevention:
Students with High Risk Behaviour
•Individualised intervention
•Functional behaviour assessment
•Escalation Profiles
•Intensive support services
Universal Prevention:
School/Classroom-Wide Systems
for all Students, Staff, & Settings
• 3-5 Positively stated rules
•Behaviour Matrix – schoolwide
behaviour expectations.
•Lesson plans to teach behaviour
expectations
•Procedures for encouraging
expected behaviour
•Procedures for discouraging rule
violations
•Data collection, evaluation and
monitoring.
Other SW Programs
Tribes
Friendly Schools & Families
Restorative Justice
Values
etc
Targetted Prevention:
Targeted Interventions Systems for
Students with at-Risk Behaviour
•Behaviour Education Programs
•Admin– Office Check/Connect/Expect
HUG –Hello/Update/Goodbye
Mentor Program
36. ROLE PLAY
Just whilst your deciding whether to
volunteer for the role play we are going to
do a quick stress test
37. A Quick Stress Test
Two Dolphins
I'm not sure exactly how this works,
but it is amazingly accurate. Read the
full description before looking at the
picture.
The picture below has 2 identical dolphins
in it. It was used in a case study as a
measure of stress levels at Loma Linda
Medical Centre.
38. Look at both dolphins jumping out of the
water. The dolphins are identical. A closely
monitored scientific study of a group
revealed that in spite of the fact that the
dolphins are identical, a person under stress
would find differences in the two dolphins. If
there are many differences found between
both dolphins, it means the person is
experiencing a great amount of stress.
Look at the photograph and if you find more
than one or two differences you may want to
take a vacation.
39.
40. Teacher Jason
Jason, please turn in
your assignment.
What assignment?
I finished it.
I don’t have it with me
now.
You never believe me.
F_____ you!
Pulls away, glares, &
raises fist as if to strike.
The assignment you
didn’t finish during class.
Great, please turn it in
now.
You have a choice: turn it
in or do it again.
I guess you’ve made the
choice to do it again.
That’s disrespect…go to
the office.
Moves closer…& puts
hand on J. shoulder.
Make me.
41.
42. Anatomy of Escalating Behaviour Cycles
student and teacher behaviour escalate in intensity
student behaviours are followed by a consequence that becomes
the antecedent for the next student behaviour
as consequences become more severe, student behaviours
become more intense
“Stress arouses feelings, feelings trigger behaviour.
Behaviour incites others. Others increase stress. And
around it goes” Wood and Long 1991
45. Definitions
Challenging behaviour can be defined as those
behaviours that threaten the safety of staff (including
self-harming behaviours) or those disruptive behaviours
that are ongoing in nature, and are not modified using
whole class/ generic behaviour management strategies.
Disruptive behaviour can be defined as those
behaviours that hinder or stop a teacher from teaching, or
hinder or stop students from learning.
47. Indicators
Physical abuse or
aggression
Physical abuse
towards self
Physical abuse
towards objects
Severe tantrums,
hyperventilation
Peak
Example
Hits other children
Destroys work
Screams, kicks,
scratches, bites
Head butts floor and walls
48.
49.
50.
51.
52.
53.
54.
55. •Jerry has ADHD and that’s why he’s so incorrigible
•Ed has displayed aggressive behaviours the whole time he
has been here
•Steven is like that because he is emotionally disturbed
•Donna is so unpredictable I think she is psychotic or schizo
or something
•Stephen pushes and hits other students when he loses a game
•When given one question at a time, Sarah completes all her maths
•When asked to repeat or correct a task, Jessica talks back to the teacher
and throws her work on the floor.
•Geoff engages in appropriate conversations with staff when in one-to-
one situations.
56. Defining Behaviour
Explanatory Fictions Testable Explanations
Are not observable
Blame the student
Neglect the environment
Are subjective
Don’t lead to interventions
Are observable
Can be manipulated
Are environmentally focussed
Are objective
Lead to interventions
Observing actual behaviour is different from inferring or making
judgements about the student on the basis of behaviour
Labels stigmatise and are not helpful in managing behaviour.
57. Which is described in
observable terms?
Hits with his fist
OR
Aggressive
58. Which is described in
observable terms?
Hits with his fist
OR
Aggressive
68. Indicators
Able to follow
directions
Able to stay on task
Able to receive
correction
Able to set goals and
develop plans
Calm
Example
Compliant
Will sit for up to 10 minutes
Likes playing with the paints,
trolley etc
Follows instructions
Completes activities (modified)
She still requires 1:1 to
achieve outcomes
Mingles with Peers
71. Indicators
Increased hand and
eye movements
Speech is intended to
cut conversations
short
Decrease in on-task
behaviour
Easily distracted from
work
Agitation
Example
Gets restless
Says “No”
Pushes her work away
Knocks things off table
Gets “that’ look, she shows her
teeth
Tenses right up
Says “don’t look at me”
Doesn’t want you to come near
her
72. Competition
Count the number of times the white team
throws the basket ball, not the times that
the ball is bounced, the number of times
the ball is passed from one member of the
white team to the another
Video
73. Indicators
Questioning, arguing
provoking
Verbal abuse
Intimidation
Defiance, escape
Acceleration
Examples
Knocks things off tables
Lies on the floor kicking her legs
around
Will attempt to destroy things, rips
work
Pulls posters off wall, rips up
She will bang her head on the
floor/walls
Her behaviour is such that it
necessitates physical intervention
Whips herself up into a peak state
‘frenzy’
77. Indicators
Confusion (starting,
stopping, moving)
Attempts to reconcile
Withdrawal
Denial
Blame projection
Responsive to
concrete directions
De-escalation
Examples
Stops thrashing about
Begins to settles down
Gets very hot, red in the
face. Says ‘I feel crook’
Says “Don’t look at me”
Pushes you away
78. Indicators
Willingness to resume work
(w/o interaction)
Subdued behaviour in
group work or with teacher
Denial and defensive
regarding the out of control
behaviour
Reluctance to enter into
discussions about the out
of control behaviour
Recovery
Examples
Comes back to herself
Stands up, moves forward to
watch class
Re –engages with
conversation that she initiates
Wants to re-engage with
group.
Recovers very quickly but
takes a long time to return to a
state of Calm.
80. Most of the populace thinks it very improper to spank children, so I
have tried other methods to control our kids when they have one of "those
moments".
One that I found very effective is for me to just take the child for a
Car ride and talk. They usually calm down and stop misbehaving after our
little car ride together.
I've included the photo below of one of my sessions, with our son, in
Car so you can see if you might like to use the technique.
Its very effective
82. Identification of how to intervene early
in an escalation.
Identification of environmental factors
that can be manipulated.
Identification of replacement behaviours
that can be taught (& serve same
function as problem).
Intervention Procedures
83. "If the only tool in your toolbox is a hammer
you'll treat everything as a nail." (Abraham
Maslow)
84. Activity: Rotating Groups
The 7 Phases are on posters.
Each group to write their ideas about the various
strategies staff could use at each phase of
escalation.
Groups will have 2 minutes to write at each
phase.
Groups will then rotate.
Whole Group feedback
85.
86. Indicators
Able to follow
directions
Able to stay on task
Able to receive
correction
Able to set goals and
develop plans
Calm
Procedures
Arrange for high rates
of academic and social
success
Use positive
reinforcement
Teach critical skills
Communicate high
expectations
Teach problem solving
87. Up to 57% of children with language
problems have been found to have
behavioural problems and up to 86% of
children who are behaviourally
disturbed have language problems,
particularly in the area of pragmatics
(Benner, G. J., Nelson, J. R., & Epstein,
M. H., 2002).
88. Indicators
Conflicts with other
persons
Continued
provocations
Pressure
Facing consequences
Continued errors
Trigger
Procedures
Significantly modify or eliminate
problems routines
Make structural or
environmental modifications
Identify and pre-correct for
known triggers, reinforce
success
Prompt what has been taught
89. Indicators
Increased hand and
eye movements
Speech is intended to
cut conversations
short
Decrease in on-task
behaviour
Easily distracted from
work
Agitation
Procedures
Move in and assist or
give space/ t/up time
Modify task and/or
expectations
Involve in successful
activities
Positive Removal
90. Indicators
Questioning, arguing
provoking
Verbal abuse
Intimidation
Defiance, escape
Acceleration
Procedures
Remove all distracting /
competing environmental
factors
Follow crisis management
procedures
Establish and follow through
with bottom line
Detach from student
Escalation and self-control are
negatively related
Escalation is likely to run its
course
91.
92. Indicators
Physical abuse or
aggression
Physical abuse
towards self
Physical abuse
towards objects
Severe tantrums,
hyperventilation
Peak
Procedures
Focus on safety /
minimize the peak
Continue Acceleration
phase procedures
Room clear
Restraint
95. Indicators
Confusion (starting,
stopping, moving)
Attempts to reconcile
Withdrawal
Denial
Blame projection
Responsive to
concrete directions
De-escalation
Procedures
Focus on removing
excess confrontation
Don’t consequence
Avoid confrontation
Don’t force return
Emphasize starting
over
96. Indicators
Willingness to resume work
(w/o interaction)
Subdued behaviour in
group work or with teacher
Denial and defensive
regarding the out of control
behaviour
Reluctance to enter into
discussions about the out
of control behaviour
Recovery
Procedures
Follow through with
consequences for problem
behaviour (or wait till calm)
Reinforce displays of
appropriate behaviour
Debrief
Facilitate transition
Debrief after consequence
Goal to increase more
appropriate behaviour
99.
“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.”
Geoff Colvin (2004)
100. Big Ideas
Teach appropriate behaviour during the
Calm; escalation time is not teaching time
Watch for Agitation and intervene
Minimize the Peak and focus on safety
Avoid confrontation in De-escalation
Debrief and follow-through during
Recovery
Proforma
PREPARATION FOR SESSION
Enlarged “Moodline” on brown butchers paper for first activity.
Coloured dots for each participant. TWO colours required for each participant.
Whiteboard and pens.
Handouts for participants of PowerPoint slides
Handout of the theoretical model that presenter wants to use to “set the scene”. This is part of optional activity.
Giant post-it notes for rotating groups activity.
Introduction and welcome
Welcome group
Introduce yourself and outline your experience relevant to challenging behaviour
Inform participants that presentation an interactive session requiring participants to identify a student to focus on.
At the end of session they will have a working plan to more effectively identify and manage difficult situations as they arise.
BACKGROUND INFOMRATION FOR PRESENTERS
Set the scene for escalating and challenging behaviour.
Escalating behaviour is a priority concern for classroom teachers. This escalating behaviour has many labels such as aggression, severe acting out, fighting, non-compliance and self-injury. Behaviours associated with these labels are often explosive and pose serious safety concerns to teachers and other students. Typically students who display these kinds of behaviours have many problems in the classroom and teachers become frustrated because their normal forms of behaviour management do not change these behaviours.
Serious acting out behaviour is rarely a single event. Generally a number of events precede these behaviours and are typically successive interactions between the student and other persons (students, teachers, etc). This presentation is designed to enable the management teams within schools to identify potential triggers and develop best practice when dealing with escalating behaviour in an individual student. It should inform the development of an overall management plan
Notes for presentation from Escalating Behaviour. Colvin and Sugai.
PowerPoint presentation was developed from various sources including National Center on Positive Behavioural Interventions and Supports, www.pbis.org.
Optional Activity. Expectations Board
Think-pair-share
In pairs consider the question “What do you hope to gain from participating in this workshop?”
Give pairs 3 – 4 minutes to share and discuss their ideas
Whole group call out
ask participants to share ideas from think-pair-share.
Presenter to write on whiteboard.
Link into key objectives of workshop.
Presenters Notes
Briefly outline the key objective of workshop from slide.
Inform that workshop in two parts. First session (today) about understanding the model and developing a profile for a targeted student.
Reiterate that workshop is interactive and will require participants to think about a student to focus on
Allow 10 – 15 mins for discussion
Kicking them out is a false sense of “winning”- all that happens is the child comes back after school and spray paints the school and keys the principal’s car.
Research by the World Health Organization has indicated that health and well being promotion strategies are more likely to be effective in schools when they incorporate curriculum, school organisation and partnership components.
Effective management of severe challenging behaviours cannot be an isolated activity for one or two individuals in a school setting, such as the classroom teacher and an education assistant. Behaviour management cannot be divorced from curriculum. Partnerships and collaboration are essential and a whole of system/school approach is required. The challenge with severe behaviour disordered students is to develop durable systems that nurture and sustain effective practice.
The model for effective practice in schools presented in Figure 1, illustrates the various levels of promotion/prevention and intervention strategies within a school. The levels are the universal or whole school, selected classes or groups, indicated individual, and the treatment level for severe individual cases. These levels are described below.
At the promotion and universal level, whole populations are targeted. For example, in addressing behaviour issues, a school may develop strategies which include reviewing the school code of conduct and behaviour management policies and procedures, the school may implement whole of school pastoral care or values programs such as ‘You Can Do It’, Tribes, Stop – Think – Do, the school may provide relevant professional development to teachers, and implement various incentive schemes such as faction points, playground tokens, honour certificates etc. At this level the strategies are designed to benefit every student and to minimise the likelihood and impact of incidents.
At the selective prevention level, strategies are developed to enhance the outcomes for classes or identified groups of students. For example, for a difficult class a teacher may set up a whole class positive reinforcement program, or a group of identified students may receive targeted social skills training sessions.
At the indicated prevention level, strategies are developed to improve the behavioural outcomes of individual students. For example, a behaviour management plan with positive and negative consequences is developed. Teaching and learning adjustments for a student with behavioural difficulties might include changed seating arrangements, changed task difficulty and length, choice activities may be introduced, the student might be linked with a ‘buddy’ for break times, and the students interests could be incorporated into their curriculum.
Finally, the treatment level represents the point where the school moves beyond prevention and promotion into developing specific intervention strategies for students significantly at risk. Schools will explore a range of strategies including case-conferences, individual behaviour management planning, crisis prevention and management plans, referral and consultation with school psychologists, other external agencies and the engagement of specialist expertise.
This is the DRAFT poster for Forrestfield PS. Have the “Treat Everyone Decently” approach at the school. Has Teddy mascot. Finalising the school logo being incorporated.
Westfield Park PS.
Once have teaching matrix, that is the expectations as they relate to the different settings across the school need to move to the TEACHING ASPECT
Example of classroom rules. Forrestfield PS.
10 mins to here (whiz through previous slides). 2 hrs total so far (therefore 11:05)
SET
Need to look at BMIS and focus on some key aspects
What terminology do they use for the school wide expectations/ rules? What are they?
Be clear about the school wide rules versus specific expectations for specific settings. For example Do not ride bike across the oval, No running on the veranda etc
Identify the terminology they use for the positive rewards system (Goldies, faction points, teacher awards etc) to use at interview.
Research by the World Health Organization has indicated that health and well being promotion strategies are more likely to be effective in schools when they incorporate curriculum, school organisation and partnership components.
Effective management of severe challenging behaviours cannot be an isolated activity for one or two individuals in a school setting, such as the classroom teacher and an education assistant. Behaviour management cannot be divorced from curriculum. Partnerships and collaboration are essential and a whole of system/school approach is required. The challenge with severe behaviour disordered students is to develop durable systems that nurture and sustain effective practice.
The model for effective practice in schools presented in Figure 1, illustrates the various levels of promotion/prevention and intervention strategies within a school. The levels are the universal or whole school, selected classes or groups, indicated individual, and the treatment level for severe individual cases. These levels are described below.
At the promotion and universal level, whole populations are targeted. For example, in addressing behaviour issues, a school may develop strategies which include reviewing the school code of conduct and behaviour management policies and procedures, the school may implement whole of school pastoral care or values programs such as ‘You Can Do It’, Tribes, Stop – Think – Do, the school may provide relevant professional development to teachers, and implement various incentive schemes such as faction points, playground tokens, honour certificates etc. At this level the strategies are designed to benefit every student and to minimise the likelihood and impact of incidents.
At the selective prevention level, strategies are developed to enhance the outcomes for classes or identified groups of students. For example, for a difficult class a teacher may set up a whole class positive reinforcement program, or a group of identified students may receive targeted social skills training sessions.
At the indicated prevention level, strategies are developed to improve the behavioural outcomes of individual students. For example, a behaviour management plan with positive and negative consequences is developed. Teaching and learning adjustments for a student with behavioural difficulties might include changed seating arrangements, changed task difficulty and length, choice activities may be introduced, the student might be linked with a ‘buddy’ for break times, and the students interests could be incorporated into their curriculum.
Finally, the treatment level represents the point where the school moves beyond prevention and promotion into developing specific intervention strategies for students significantly at risk. Schools will explore a range of strategies including case-conferences, individual behaviour management planning, crisis prevention and management plans, referral and consultation with school psychologists, other external agencies and the engagement of specialist expertise.
Look at both dolphins jumping out of the water. The dolphins are identical. A closely monitored scientific study of a group revealed that in spite of the fact that the dolphins are identical, a person under stress would find differences in the two dolphins. If there are many differences found between both dolphins, it means the person is experiencing a great amount of stress.Look at the photograph and if you find more than one or two differences you may want to take a vacation.
From the previous example, a number of observations can be made:
The students behaviour increased in intensity (beginning with questioning and escalating to swinging at the teacher).
The teachers behaviour increased with intensity (beginning with a direction and escalating to grabbing the student by the arm).
Each student behaviour was followed by a consequence that became the antecedent for the next student behaviour.
As the consequences became more severe and negative the students behaviour became more intense.
Make reference to opening activity where groups had to put the “cartoon conflict sequence” card into order. This is about the cycle having to be broken somewhere.
Presenters Notes
There are seven observable phases of student behaviour in an escalating chain.
Calm. This phase represents the lowest level of escalation for the student. When a student has escalating behaviour patters, teachers often describe this person a s”two different persons”. For example, the student is cooperative in this phase and can be quite defiant in others. Overall the student is cooperative.
Trigger. In this stage something upsets the student. The trigger could be a single event or could be a series of events. One of the characterizes of students with behaviour problems is the skill deficits in the areas of conflict management and problem solving. When these students meet a conflict situation and d o not reach adequate resolution, they move onto another setting or set of conditions and may have another conflict. It is not long before the student becomes agitated and more serious behaviours occur. The antecedents also mau come from the situations where the students routines are interupted. Overall the student experiences a series of unresolved conflicts.
Agitation. This phase is characterized by ab increase in behaviour compared to phase one. Overall the student exhibits an increase in behaviour that is unfocussed.
Acceleration. In this phase the student exhibits behaviours that have high probability of obtaining predictable responses from other persons. For example, when the student begins to complain that the work is too hard, the teacher offers to help. The student may also provoke another student with name calling. Compared to the behaviour in the agitation phase the student displays more focus. Overall the student exhibits engagement behaviours i.e. behaviours that elicit predictable responses from other persons.
Peak. At this point, students exhibit their most serious behaviour, such as a severe tantrum, physical aggression, attacks on objects around them (furniture, desks, chairs, books etc) or running from the building with an agitated exit (slamming doors, pushing desks over). The student is clearly out of control. Safety factors are the prime importance in this most dangerous stage. Overall the student is out of control and exhibits his or her most severe behaviour.
De-escalation. In this phase the student begins to slow down physically. Breathing returns to normal. In this situation the student is not sure what to do next. The student may begin something and then start something else. Overall the student displays confusion.
Recovery. At this point the student is back to normal and is ready to resume the regular routine. This is often an eagerness to begin tasks that do not require interactions, such as independent work. If this student has a history of severe behaviours in the past, denial and defensive behaviours may occur. Overall the student displays an eagerness to become engaged in non-interactive activities and a reluctance to address the peak behaviour.
Presenters Notes
Show video
Presenters Notes
Explain the difference between challenging behaviour and disruptive behaviour with reference to previous video and use of slide key points.
Key points
We can view the difference in the two in terms of:
Severity: how bad is the behaviour when is occurs
Frequency: how often the behaviour occurs
Duration: the length of time the behaviour occurs
Durability: how durable is the behaviour across time
Ref: Managing Challenging Behaviour – Module 3 – Training Manual. Sue Clay. School Psychologist.
Presenters Notes
Explain PEAK phase using slide.
ACTIVITY
Get participants to place information onto peak section of the “Escalation Profile”.
Peak. At this point, students exhibit their most serious behaviour, such as a severe tantrum, physical aggression, attacks on objects around them (furniture, desks, chairs, books etc) or running from the building with an agitated exit (slamming doors, pushing desks over). The student is clearly out of control. Safety factors are the prime importance in this most dangerous stage. Overall the student is out of control and exhibits his or her most severe behaviour.
Group call out the common characteristics of blue/green descriptors.
Use whiteboard to classify group responses.
Use PowerPoint to go over concepts ‘Explanatory Fictions’ and ‘Testable Explanations’.
HIDDEN SLIDE
Presenters notes
If you have the time, this activity assists develop an understanding of how to explicitly DESCRIBE behaviour in observable terms. This is very important when profiling a student.
Handout with “descriptors” given to participants. Descriptors at top of sheet are linked. Descriptors at the bottom of the sheet are linked.
Group call out the common characteristics of descriptors.
Use whiteboard to classify group responses.
Use PowerPoint to go over concepts ‘Explanatory Fictions’ and ‘Testable Explanations’.
Calm. This phase represents the lowest level of escalation for the student. When a student has escalating behaviour patters, teachers often describe this person a s”two different persons”. For example, the student is cooperative in this phase and can be quite defiant in others. Overall the student is cooperative.
The student is most responsive to teaching.
Trigger. In this stage something upsets the student. The trigger could be a single event or could be a series of events. One of the characterizes of students with behaviour problems is the skill deficits in the areas of conflict management and problem solving. When these students meet a conflict situation and d o not reach adequate resolution, they move onto another setting or set of conditions and may have another conflict. It is not long before the student becomes agitated and more serious behaviours occur. The antecedents also may come from the situations where the students routines are interrupted. Overall the student experiences a series of unresolved conflicts.
Presenters Notes
Explain phase as per slide.
This is probably the KEY phase for identifying problems and intervening early.
Need to get better at “reading the agitation” so you can intervene early in the cycle.
ACTIVITY
Get participants to identify the behaviours that indicate that the student is agitated. That is, something has triggered them to become unsettled and they are unable to resolve the situation. In turn, they become agitated and unsettled. How can participants tell that the student is agitated.
Make mention that this can occur on a continuum. That is there are low level to high level agitation signs.
Agitation. This phase is characterized by by increase in behaviour compared to phase one. Overall the student exhibits an increase in behaviour that is unfocussed.
Acceleration. In this phase the student exhibits behaviours that have high probability of obtaining predictable responses from other persons. For example, when the student begins to complain that the work is too hard, the teacher offers to help. The student may also provoke another student with name calling. Compared to the behaviour in the agitation phase the student displays more focus. Overall the student exhibits engagement behaviours i.e. behaviours that elicit predictable responses from other persons.
Peak. At this point, students exhibit their most serious behaviour, such as a severe tantrum, physical aggression, attacks on objects around them (furniture, desks, chairs, books etc) or running from the building with an agitated exit (slamming doors, pushing desks over). The student is clearly out of control. Safety factors are the prime importance in this most dangerous stage. Overall the student is out of control and exhibits his or her most severe behaviour.
De-escalation. In this phase the student begins to slow down physically. Breathing returns to normal. In this situation the student is not sure what to do next. The student may begin something and then start something else. Overall the student displays confusion.
Recovery. At this point the student is back to normal and is ready to resume the regular routine. This is often an eagerness to begin tasks that do not require interactions, such as independent work. If this student has a history of severe behaviours in the past, denial and defensive behaviours may occur. Overall the student displays an eagerness to become engaged in non-interactive activities and a reluctance to address the peak behaviour.
Activity: Round Robin
Place butchers paper around the room with two markers for groups to scribe ideas on paper.
Divide whole group into 7 smaller groups. Number off.
Inform participants that going to do a round robin activity where groups need to come up with some strategies they could use in each phase to intervene with student.
Allocate 3 minutes per section. Roughly lasts 30 minutes in total
In this phase where the student is most responsive to teaching. Every effort should be made to reinforce cooperation and motivation and assist the student to focus on normal or expected behaviours.
Assist student to identify the triggers and sources of conflict and how to develop approaches for managing these triggers. Some strategies are:
Problem solving. Actively involve the student to develop a plan to problem solve difficult situations. Teach a number of steps to problem solve
Social skills training.
Cooperative plans.
Debriefing
Agitation is a reliable predictor for more serious behaviours in the escalation chain. This phase needs to be managed carefully.
The following techniques can be used to try and redirect the student at this time. Be aware that they may also reinforce the serious behaviour.
Structural modifications
Providing quiet and time alone
Make easier work available
Alter the students schedule
Provide options on what work is to be done
Provide some options
Involving the student in developing a plan to reduce agitation and engage in on task behaviour. Establish agreements on what the student can do to reduce the agitation. For example, the student may ask for quiet time. Note that you will need to establish a criteria for how long the student can be in the quiet area or what they have to do when utilizing quiet time.
Debriefing
