What Should I Do When I Am Working with Students Who Have Challenging Behaviors Pennsylvania Training and Technical Assistance Network

What Should I Do When I Am Working with Students Who Have Challenging Behaviors

Pennsylvania Training and Technical Assistance Network

Local Policy

Your local school district, IU, preschool or employing agency’s policies regarding paraeducator job descriptions, duties, and responsibilities provide the final word!

Learner Outcomes

Participants will:

• Describe the range of behaviors encountered in their daily work

• Examine a model that can help in recognizing signs that student behaviors may turn serious

• Discuss their role in preventing challenging behaviors from occurring

• Explore effective strategies to use when challenging behaviors do occur

Agenda

• Introduction and learner outcomes• Basic behavior terms• Seven Phases of Challenging Behaviors

−Definitions−Tips for preventing challenging

behaviors−How to respond when behaviors occur

• Scenarios• Wrap-up

Antecedentwhat occurs before a behavior

Behavioran observable and measurable act of an individual

Consequenceany event that follows a behaviorReinforcement Punishment

Basic Behavior Terms

Basic Behavior Terms

Function:

The purpose that the behavior serves

• to get something• to avoid, delay, or escape something

Why Determine the Function?

“It is easier to prevent a behavior from

occurring, than to deal with it after it has

happened.”

Behavior Mantra

Recognizing the Range of Behaviors

Activity - What behaviors do you see?• Get into pairs or small groups• Choose a note taker• Brainstorm problem behaviors of

students you encounter in your work• Place each behavior on the

appropriate place on the Behavior Four-Square Chart (behavior can be in more than once place)

• Share out

5.

6.

1. 2.

3.

4.

7.Calm

Agitation

Acceleration

Peak

De-escalation

RecoveryTrigger

Seven Phases of Challenging Behaviors

5.

6.

1. 2.

3.

4.

7.Calm

Agitation

Acceleration

Peak

De-escalation

RecoveryTrigger


You a

re h

ere


1. Calm

−Definition:

• Student is in typical, neutral state• Student is cooperative and

responsive to teacher and task demands

Seven Phases of Challenging Behaviors 1. Calm

Tips for preventing challenging behaviors

• Be aware of the antecedents that affect behavior⁻Environmental⁻Time⁻Physical/Medical⁻Task⁻Instructor⁻Presentation


1. Calm

How to respond when behaviors occur

• Treat students with respect

• Look for opportunities to praise students

• Attend to appropriate behaviors of student

5.

6.

1. 2.

3.

4.

7.Calm

Agitation

Acceleration

Peak

De-escalation

RecoveryTrigger


You are here


2. Trigger

Definition• Any event that provokes an undesired

response from the student− School-based − Non-school based


2. Trigger


• Remove or reduce the importance of the trigger

• Provide a reminder or cue for an alternate reaction to the trigger

• Precision requests


2. Trigger


• Respond to negative student behaviors in a professional manner

• Don’t take it personally• View as a teaching opportunity

Seven Phases of Challenging Behaviors 2. Trigger

How to respond when behaviors occur (cont.)

• Avoid Management Traps−Passionate discipline−Preaching−Questioning

5.

6.

1. 2.

3.

4.

7.Calm

Agitation

Acceleration

Peak

De-escalation

RecoveryTrigger


You are here


3. Agitation

Definitions• Student behavior unfocused or off-

task• Student showing indicators of anxiety• Student no longer in typical, neutral

state


3. Agitation

Tips for preventing challenging behaviors• Let student know you are aware there

is a problem• Use active listening• Help student label the emotion• Clarify immediate expectations• Reduce situation demands


3. Agitation


• Provide or withdraw attention• Avoid a power struggle• Offer choices• Use interrupting strategies

5.

6.

1. 2.

3.

4.

7.Calm

Agitation

Acceleration

Peak

De-escalation

RecoveryTrigger


You are here


4. Acceleration

Definition• Student actively resisting, refusing• Verbal aggression, threats• Violation of behavior rules• A student screams “You can’t make

me, _________”• A student curses at you• Behavior is confrontational


4. Acceleration

Tips for preventing challenging behaviors- Posture−Eye Contact −Facial Expression−Distance −Voice Quality−Privacy −Present Options−Acknowledge cooperation


4. Acceleration

How to respond when behaviors occur • Avoid escalating prompts • Remain calm and respectful• Set clear limits• Remove potentially dangerous items• Obtain needed support to manage

situation• Use distracting statements to help

student redirect focus

5.

6.

1. 2.

3.

4.

7.Calm

Agitation

Acceleration

Peak

De-escalation

RecoveryTrigger


You are here


5. Peak

Definition• Student aggression to self, others or

property• Overall student behavior out of

control• Fighting • Property destruction • Assault


5. Peak


• Specific Defusing Statements • Dignity for yourself • Dignity for the student • Keep the student in class• Teach an alternative to aggression


5. Peak

How to respond when behaviors occur• Protect yourself, student and others

as much as possible• Remove student or remove others• Pause and Assess• Physically step away and send for

help• Block non-aggressively (if necessary)

5.

6.

1. 2.

3.

4.

7.Calm

Agitation

Acceleration

Peak

De-escalation

RecoveryTrigger


You a

re h

ere


6. De-escalation

Definition• Reduction or cessation of student

aggression• Reduced frequency or intensity of

student behaviors• Student may appear confused

Tips for preventing challenging behaviors• Be cautious of your responses to

student


6. De-escalation


• Provide cues to signal positive behaviors

• Attend to appropriate behaviors• Engage student in individual

assignment• Provide quiet time

5.

6.

1. 2.

3.

4.

7.Calm

Agitation

Acceleration

Peak

De-escalation

RecoveryTrigger


You are here


7. Recovery

Definition• Student returns to “calm”• Student eager to complete tasks• Student reluctant to interact or talk


7. Recovery

Tips for prevention• This phase is necessary after a

challenging behavior has occurred• Attempts for prevention of the behavior

should occur in the previous phases so that the student does not have to enter the recovery phase


7. Recovery

How to respond when behaviors occur• Attend to appropriate student behaviors• Help student focus on independent task

or activity• Consider/analyze events that led to

crisis• Teach alternative responses at a later

time


Additional Strategies

• Disciplinary procedures• Short-term interventions• Long-term interventions • Use crisis-prevention strategies • Complete exit paperwork

Scenarios


Because we ignored the whispers of behavior, we

created the shouting behavior…

The idea is to listen as soon as possible so the person

does not have to keep shouting.

Resources• Alderman, Gary L. Management Traps: Recognizing and Staying

Out of Common Management Traps http://www.ccbd.net/documents/bb/Fall_1997_Vol.8_No.3_Management_Traps.pdf

• Colvin, Geoff, Ph.D. (1999) Defusing Anger and Aggression: Safe Strategies for Secondary School Educators. IRIS Media, Inc., Eugene, Oregon.

• Ginger Rhode, Ph.D.William R. Jenson, Ph.D.H. Kenton Reavis, Ed.D,(1992) The Tough Kid Book Sopris West

• Mendler, Allen N., Ph.D. (2005) Just in Time: Powerful Strategies to Promote Positive Behavior. National Education Service, Bloomington, Indiana.

• Mendler, Allen N., Ph.D. (1997) Power Struggles, Successful Techniques for Educators. Discipline Associates, Rochester, New York.

• Walker, H.M., Colvin, G. & Ramsey, E. (1995). Antisocial Behavior in School: Strategies and Best Practices. Pacific Grove, CA: Brooks/Cole Publishing Co.

Documents

What Should I Do When I Am Working with Students Who Have Challenging Behaviors Pennsylvania Training and Technical Assistance Network