Providing a Positive Environment on the Bus: Using

Verbal De-escalationand Interventions

2013 FAPT SymposiumPresenters:

Jill MeadKristy Johnson

Meet and GreetJill Mead Operations Manager Charlotte County Public Schools

Kristy Johnson Staffing Specialist with ESE Dept District Co-Coordinator

Charlotte County Public Schools

Some topics we will be looking at:

Why do some of our student’s act out? How can we prevent this acting out? What do we do when we can’t prevent it?

Before we start, we need to know a few

Behavioral Basics.

Behavioral Basics

Behavior is anything we say

or do. Each behavior is an attempt to communicate

something Behaviors are learned and they all serve a

purpose. That’s why we keep doing them! If you want a behavior to occur again, pay

attention to it.

Behavioral ABCs

A- Antecedent (right before) B- Behavior C-Consequence (right after)

We change a behavior by changing the antecedents and consequences.

Why ???

First question to look at when we discuss behavior

Why + New behavior= Intervention Some reasons for acting out:

* Past trauma

* Learned behavior

* Sensory issues

Looking at kids differently

1 out of 4 students in school has been a victim of some type of trauma

Trauma may be defined as real or perceived event/threat, or series of events.

Individuals ability to cope may be severely compromised

Trauma Informed Care Some kids are able to develop coping skills to

help, so you may not even know about the trauma.

Others cannot, and if the right trigger is presented, the effects of the trauma can be seen easily

“We need to presume the clients we serve have a history of traumatic stress and exercise universal precautions by creating systems of care that are Trauma-Informed.”

(Hodas, 2005)

Looking at kids differently….How can we provide trauma informed care?

Structured, safe environment Predictable environments, with

consistent routines that are taught Firm consistent limits for inappropriate

behavior

Other reasons why…

Behavioral problems may be related to trauma triggers.

Behaviors are learned and are a form of communication. Acting out can serve a purpose and/or tell us something.

Environment may be “one size fits all”. Sensory issues

An Ounce of Prevention Positive Behavioral Interventions and

Supports (PBIS) A method of changing behavior for all

students, based on data Encompasses all areas of the school, and all

parts of the school day, including the bus Has a school or department based team that

oversees the program

PBIS What it does for the school wide environment:

* Provides clear expectations for students

* Provides consistent consequences* Ensures rules are explicitly taught* Teaches students the “right way” (replacement behavior)

* Recognizes and reinforces good behavior* Facilitates relationship building

PBIS in Florida

PBIS is in:

54/67 school districts 81% of districts

For a total of 1421 schools. 7 pre-k schools 784 elementary schools 275 middle schools 184 high schools 87 alt/center schools 84 other (ex- K-8)

Traditional Discipline versus PBIS

Traditional Discipline:

*Goal is to stop undesirable behavior

through the use of punishment

*Focuses on the student’s problem behavior

*Waits until there is

a behavioral fire

Positive Behavioral Support: *Goal is to stop undesirable

behavior • Replacing with a new behavior

or skill

• Rewarding appropriate behavior

*Focus is on teaching skills

*Uses proactive/ preventative steps to prevent inappropriate behavior

PBIS on the bus- how does it fit in?

*Bus ride is the beginning of the school day

Same PBIS principles apply (proactive, positive approach)

Know the school wide expectations for your school

*Have bus rules that fit in with expectations

*Have rewards that are in line with school wide expectations

*Ask to be a part of the PBIS team. Each school has one

Use a little “TLC”Proactive behavior strategies on the bus to avoid a crisis

Teach rules Look for the Good Consistent Consequences

Teach Rules

No more than 3-5 rules Make sure they are related to

expectations Teach them (daily for the first week,

weekly for the first month, monthly or as needed rest of year)

Have them posted Keep them positively stated

Elem. sample Loading and Unloading

When the bus is moving

Responsible Stay in your seat

Help each other to get on and off

Make sure bus driver can see you

Give book bag to aid

Stay seated

Talk in a low voice

Keep hands to your self

Respectful Talk in a low voice

Be nice to others

Keep hands and feet to self

Be on time

Talk in a low voice

Keep bumper on seat

Keep hands and feet to self

Ready Be visible

Be on time

Look both ways

Watch the driver

Keep your seat

Use inside voice

Raise hand for help

Keep seat belt fastened

Face forward

Look for the Good

Focus on the student’s strengths Avoid general praise (such as “great job”) Be specific Use positive feedback to reinforce

expected behavior

• For example:

Jason, I noticed that you talked quietly to Joe today. Thanks!

How to Recognize/Reward Appropriate Behavior

Rewards are effective when they are:- Used to build new skills or sustain desired skills- Used with contingent delivery of rewards for specific behavior- Gradually faded over time

- Name behavior and expectation observed

Reward/ Recognition system continued:

Immediate reward (ticket-token) acts as teaching tool, focuses on desired behavior

Is a bridge to long-term reward Increases likelihood of repeating desired

behavior Reduces need to engage in disciplinary

procedures Verbal praise can be just as effective as a

tangible Reinforcer vs. a Bribe

Consistent Consequences

Happens right after the behavior Not necessarily negative High ratio of positives to negatives Give Choices when possible Have a clearly established tier of

consequences Enforce them consistently

From the American Public Health Association report on bullying on the bus…

Create consistent consequences for misbehavior Train drivers to de-escalate aggression Have assigned seats Praise and reward appropriate behavior Get parents involved Give daily reports of incidents Set policy that promotes positive steps rather

than punishment

APHA cont…

Help troublemakers become peace makers by giving them responsibility

Develop incentives for positive behavior Bring drivers into classrooms to allow

students to relate to them in different environments

Keep a daily journal of what behavior problems occurred, and what happened right after.

Verbal De-escalation

“If you can keep your head when all about you

Are losing theirs, and blaming it on you…. “

Rudyard Kipling

De-escalation:

Verbal De-Escalation is an intervention A tool that uses calming language, re-

direction, and other techniques. (Kerr & Nelson, 2010).

Successful Verbal Intervention or De-escalation

Goal is SAFETY!! De-escalation interventions can happen

any time during the escalation stages This is not the time to teach or problem

solve Requires flexibility Be aware of what is happening within

yourself

De-Escalation: How to Use Verbal Intervention

Set limits for student Use non-verbal communication- students

in crisis may not be listening Avoid Power struggles- student attempts

to distract you Use Active Listening Respond to true questions, ignore verbal

junk

Establishing Clear Limits

1. Explain exactly which behavior is inappropriate- Triage if more than one. Be specific.

2. Give reasonable, not special, choices and consequences.

3. Allow time4. Enforce consequences

Use non-verbal communication

WHAT WE “HEAR”: 80% -non verbal 12%- voice inflection 8%- spoken word Be award of threatening posture Use as few words as possible-be conciseAvoid the “2 miles up the hill in the snow”

lecture.

1) Maintain a safe distance (5 - 6 feet) from individual.

2) Maintain intermittent eye contact.

3) Use clear voice tone.

4) Use voice volume lower than that of agitatedindividual.

5) Use relaxed, well balanced posture with hands held in front of self.

General Guidelines for Verbal Intervention

Copyright 2007 T.E.A.M. Interventions

Avoiding Power Struggles

Types of Power Struggles

Defending your authority or credibility• Reacting to personal button pushing• Issuing unrealistic consequences• Getting Sidetracked

Give reasonable choices A. You’re welcome to ___________ or

_________________.

B. Feel free to ______________ or ____________________.

C. Would you rather ______________ or ________________?

What would be best for you _______________ or ___________?

Examples:

Would you rather listen without interrupting or choose another place to be right now?

You’re welcome to wear your coat or carry it with you. Do you want to sit in the front row or the second row? I see you want to argue; I argue at 12:00 or 4:45

which would you prefer? Which would be best for you? Would you like to talk

in a six inch voice to your neighbor; or move up front in the seat behind me?

Active Listening Guidelines

Concentrate- Give student your attention Acknowledge-use body language and

facial expressions to let students know you are listening

Respond-repeat back to students what they have said, not what you think

Empathize- take students point of view and feelings into account

More…ways to de-escalate     Do not be defensive even if comments or insults are

directed at you.  Be very respectful to agitated individual. Make it clear

that we believe they should be treated with dignity and respect.

Respond selectively.  Answer only informational questions no matter how rudely asked, (e.g. “Why do I need to sit in this *&%$ seat”?)   Do not answer abusive questions (e.g. “Why are all drivers jerks?” ) This sort of question should get no response whatsoever.

 

Effective Verbal Intervention Must Be:

Specific -Name behavior that is not allowed in the setting.

-Objective and matter of fact (no emotion).

Concise

-As few words as needed to get point across.

Directive

-Give specific choices. (pre determined by staff.) Ask, “Which do you choose?”

Key Points

Behavior Escalation does not occur in a vacuum- interactions with adults, environment, peers can increase or decrease escalating behavior

Avoid being drawn into power struggles Keep yourself and the student safe Give Choices that you can enforce when

setting limits Primary Goal is always safety

The End!!

Thank you! Any questions?