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Understanding and Managing
Escalating Behavior
Idaho SWPBIS Training Institute
Time
Be
hav
ior
Inte
ns
ity
The MODEL
High
LowCalm
Peak
De-escalation
Recovery
Acceleration
Agitation
Trigger
Effects of Escalating Phases
5. Peako Student is out of control
and displays most severe problem behavior
6. De-escalationo Student displays
confusion but with decreases in severe behavior
7. Recoveryo Student displays
eagerness to participate in non-engagement activities
1. Calmo Student is cooperative
2. Triggero Student experiences a
series of unresolved conflicts
3. Agitationo Student exhibits increase
in unfocused behavior
4. Accelerationo Student displays focused
behavior
Purpose
• Enhance our understanding of, and ways of responding to, escalating behavior sequences
Assumptions• Behavior is learned• Behavior is lawful• Behavior is escalated through successive
interactions (practice)• Behavior can be changed through an
instructional approach
Outcomes• Identification of how to intervene early in
an escalation• Identification of environmental factors
that can be manipulated• Identification of replacement behaviors
can be taught
1. Calm• The student is cooperative
o Accepts corrective feedbacko Follows directiveso Sets personal goalso Ignores distractionso Accepts praise
1. Calm• Intervention is focused on
preventiono Arrange for high rates of successful academic
and social engagementso Use positive reinforcemento Teach social skills• Problem solving• Relaxation strategy• Self-management
o Communicate positive expectations
2. Trigger• Student experiences a series of
unresolved conflictso Repeated failureso Frequent correctionso Interpersonal conflictso Timelineso Low rates of positive reinforcement
2.Trigger• Intervention is focused on
prevention and redirectiono Remove from or modify contexto Increase opportunities for successo Reinforce what has been taught
3. Agitation• Student exhibits increase in
unfocused behavioro Off-tasko Frequent start/stop on taskso Out of seato Talking with otherso Social withdrawal
3. Agitation• Intervention is focused on reducing
anxietyo Make structural/environmental modificationso Provide reasonable options and choiceso Involve in successful engagements
4. Acceleration• Student displays focused behavior
o Provocativeo High intensityo Threateningo Personal
4. Acceleration• Intervention is focused on safety
o Remember…• Escalations and self-control are inversely
related• Escalation is likely to run its course
4. Acceleration• Remove all triggering, competing,
and maintaining factors• Follow crisis prevention procedures• Establish and follow through with
bottom line• Disengage from student
5. Peak• Student is out of control and
displays most severe problem behavioro Physical aggressiono Property destructiono Self-injuryo Escape/social withdrawalo Hyperventilation
5. Peak• Intervention is focused on safety
o Procedures - similar to acceleration phase, except focus is on crisis intervention
6. De-escalation• Student displays confusion but with
decreases in severe behavioro Social withdrawalo Denialo Blaming otherso Minimization of problem
6. De-escalation• Intervention is focused on removing
excess attentiono Don’t nago Avoid blamingo Don’t force apologyo Emphasize starting anew
7. Recovery• Student displays eagerness to
participate in non-engagement activitieso Attempts to correct problemo Unwillingness to participate in group activitieso Social withdrawal and sleep
7. Recovery• Intervention is focused on re-
establishing routines and activitieso Follow through with consequences for
problem behavioro Positively reinforce any displays of
appropriate behavior
7. Recovery• Debrief
o Purpose of debrief is to facilitate transition back to program
o Debrief follows consequences for problem behavior
o Goal is to increase more appropriate behavior
7. Recovery• Problem solving example:
o What did I do? (define the problem)o Why did I do it?o What could I have done instead? (create
possible solutions)o What do I have to do next? (make a plan)o Can I do it?o If not, whose help would I like?
Three Key Strategies• Identify how to intervene early in an
escalation• Identify environmental factors that
can be manipulated• Identify replacement behaviors that
can be taught
Teaching Compliance• Students must…
o Be fluent at expected behavioro Be taught conditions under which the
expected behavior is requiredo Have multiple opportunities for high rates of
successful academic & social engagemento Receive or experience frequent & positive
acknowledgments when expected behavior is exhibited
Teaching Compliance• Teachers must…
o Have student’s attention, before presenting the directive or making a request
o Give clear, specific, positively stated directiveso Provide frequent & positive acknowledgments
when expected behavior is exhibitedo Have established & taught consequence
procedures for repeated noncompliance
Final Thought 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
Responding to Escalating Problem Behavior
Activity:• Read the vignette and respond to the
questions.• Discuss examples from your school.
o Why do you think this student is having trouble at school?
o What triggers are occurring across this student’s day that continue to escalate his behavior?