Understanding and Managing

Escalating Behavior

Idaho SWPBIS Training Institute

Time

Beha

vior

Inte

nsity

The MODELHigh

Low Calm

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 behavior4. Acceleration

o 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?