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Managing Difficult Behaviors:

An Overview of The Conflict Cycle and Verbal De-Escalation Strategies

Paul Bordelon, School PsychologistIntervention and Prevention Services, FCPS

Karen Glago Durocher, PhDOffice of Special Education Instruction, FCPS

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• 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

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Objectives

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Managing difficult behavior is like a _______ because ________

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Managing behavior is all about what we say and

do!(Colvin, 2004)

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Implementation GuidelinesManage minor problem behaviors quickly

and efficientlyPlan, teach, and implement predetermined

hierarchy of consequencesImplement 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

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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

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Steps 1-4: Emphasis on prevention and teaching

Steps 5-7: Emphasis on safety, crisis management, re-entry and follow-up procedures

http://iris.peabody.vanderbilt.edu/bi1/bi1_02.html

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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

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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!

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• 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…

Trigger Phase

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Identify the context (trigger) and predictable behavior problem

Specify expected behaviors

Modify the context Conduct behavior

rehearsals

Provide strong reinforcement for occurrences of expected behaviors

Prompt expected behaviors

Pre-correction Strategies for Trigger Phase

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• 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

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Signs of Agitation(Increases or Decreases in Behavior)

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• 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!)

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Agitation Phase

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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

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• 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…

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Acceleration Phase

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• 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

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Defusing Strategies for Managing the Acceleration Phase

(Last Opportunity to Avoid Peak Behavior)

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• 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

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http://www.iris.peabody.vanderbilt.edu/bi1/bi1_06.html

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Remember. . .

• Proxemics

• Kinesics

• Verbal and Nonverbal Response

Sarcasm

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• 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

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Steps 1-4: Emphasis on prevention and teaching

Steps 5-7: Emphasis on safety, crisis management, re-entry and follow-up procedures

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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

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Final ThoughtGeoff 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.”

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