VERBAL DE-ESCALATIONBehavior Management System

Presenter: Robin Kramer

PHILOSOPHY Reduce tension in various environments All verbal & physical interventions

operate from these assumptions…There is no dignity in allowing a child to hurt

himself or someone elseThe child needs to be protected from

consequences of their behaviorWe need to be protected from the

consequences of their behavior In order to act in the best interest of the

child, we need to be in control of ourselves

USE OF FORCE POLICY

To prevent harm to self, harm to others, & harm to property

RESTRAINT Prevention of harm to self, harm to

others, or damage to property

What does restraint look like?Hand or wrist holdingArm around a shoulderPeer buddy assistance

We must change our usage & view of restraint

VERBAL DE-ESCALATION Tension/Tension Reduction

Define – Tension , Tension ReductionCauses of Tension

Internal( not observable) or External (observable)

WHAT DOES A KID UNDER TENSION LOOK LIKE?

MotorPacingHand wringingTapping

* Some kids may be opposite of these…look for ABNORMAL motor patterns

Speech FasterAnimatedPitch

* Some kids may be opposite of these…look for ABNORMAL speech patterns

WHAT DO WE LOOK LIKE? Solid Object

Attributes of a rock Calm in voice &

body Firm yet assertive Supportive/Focused Cool…not talking

down Pick the battles Positive, never

negative

TriggerAttributes of a

ball of yarn Opposite of solid

object

TRIGGERS ARE NOT ALL EMOTIONS OR ATTITUDES….. Perfumes/scents Colors Hair styles Time of day Volume of voice Pitch of voice Daily schedule Your interaction with OTHER adults in

the room…..tension between you & someone else

Body Language

WHAT DO I DO IF I AM A TRIGGER?

If “trigger” can be fixed , make adjustments How? If it is a personality conflict, then remove

yourself from interacting with the student especially if they are demonstrating escalating behaviors.

How? Why?

There is no dignity in allowing a child to hurt himself or someone else The child needs to be protected from consequences of their behavior We need to be protected from the consequences of their behavior In order to act in the best interest of the child, we need to be in control

of ourselves…….. It is not about you

NEUTRAL POSITIONYOUR BODY LANGUAGE

EXTERNAL CONTROLS FOR THE SOLID OBJECT

Supportive Intervention Limit Setting PRT

We will discuss each of these independentlySee chart

STAGE ONE: EARLY CYCLESTUDENT BEHAVIORS

Autonomic Responses Increased heart rate Increased respiration Sweaty palms

Speech Pace Volume

Motor Pacing Crying Nervousness Age inappropriate behaviors

STAGE ONE: EARLY CYCLE INTERVENTION

Supportive Intervention• LISTEN• ACCEPT• FOCUS

• ENCOURAGE• OFFER

• CONTRACTFlexibility is the Key!!!

It centers on building a RELATIONSHIP.

OTHER NOTES…. Time out should only be used AFTER the

student has de-escalated (Contract period)

Time out/removal from the classroom/standing in the square/etc should only last as long as the student is old ( 5 years= 5 minutes)

Rifton Chairs, helper belts etc are only to be used during instructional time and IF the parent has knowledge of it .

STAGE TWO: MID CYCLESTUDENT BEHAVIORS

Increased Autonomic Responses Increased Speech Patterns Increased Motor Patterns Indirectly Threatening Behaviors

Verbal and/or Nonverbal indications of assaultive, homicidal, and/or suicidal ideas

STAGE TWO: MID CYCLE INTERVENTION

Limit Setting*CLEAR

*CONSISTENT*ENFORCEABLE

Shame Oriented Punitive Interventions, Retaliation and Public Humiliation DO

NOT constitute Limit Setting.

STAGE THREE: HIGH CYCLESTUDENT BEHAVIOR

Tension has increased beyond safe and acceptable limits

External controls are no longer assisting Observable behaviors are noted

STAGE THREE: HIGH CYCLE

Physical Restraint Technique• Approved and appropriate methods of external control• Only to be used when other means of re-direction & de-

escalation have failed or escalation was extremely rapid• Only to be used by those individuals who have

completed the full course.

What if I am not trained to use it? What do I do?• Ensure the safety of the other students in the classroom

• Be an eyewitness• Seek assistance if needed

• Examples

SELF EVALUATION EXERCISE

What assets do YOU personally bring to a crisis?

What liabilities do YOU personally bring to a crisis?

Why is it important to ask yourself these questions?

SCENARIOSSupport……………………………..…………………...

Limit Setting……………………….…..

PRT

SUPPORT, LIMIT SETTING, PRT

You approach a student who is showing signs agitation (pacing). He is avoiding eye contact, and in the past he has destroyed property.

What do you do?

SUPPORT

A student enters the classroom and kicks at a chair before sitting in it. In the past she has required quiet time in her room.

What do you do?

SUPPORT

The student refuses to talk to you about what is wrong. It has been two hours since this behavior started and they are punching their hands & glaring.

What do you do?

LIMIT SETTING

A student who is showing signs agitation (pacing). He is avoiding eye contact, suddenly begins to scream and utter foul language.

What do you do?

LIMIT SETTING

A student gets off the bus, throws her back pack at you with the obvious intention of hitting you…but she misses.

What do you do?

PRT

A pacing student suddenly grabs a pair of scissors and runs toward another person.

What do you do?

PRT

A depressed student suggests that there are plenty of sharp objects in the room. There are none near her.

What do you do?

LIMIT SETTING

A student is refusing to participate in the class activity. He asks you to leave him alone.

What do you do?

SUPPORT

A student starts screaming obscenity in your face…talks about your son or daughter….by name….threatens to beat them up when they come.

What do you do?

PRT