JUST ONE What behaviors are disruptive? Talk back; rude Intense responses Constantly off task...
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Anger Management
JUST ONE What behaviors are disruptive? Talk back; rude Intense responses Constantly off task Physically abusive to teacher Provokes peers Violent behavior
What behaviors are disruptive? Talk back; rude Intense
responses Constantly off task Physically abusive to teacher
Provokes peers Violent behavior with peers Highly emotional Defiant
attitude One misbehavior after another Verbally abusive to teacher
Non-stop talking Dont care Chronically absent/ tardy
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Trust Difficult students enter school with a deficit of trust
in schools and in the adults who are there to teach and guide
them.
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Reactive Staff Dont plan how to deal with difficult students
Personalize students responses Give up on students
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Proactive Staff Have individualized structured plans for
students Recognize that they have a choice in how they respond to a
student Build positive relationships with difficult students
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Very Important Message I care about you and Im going to do
everything in my power to help you succeed. Im here for you.
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Why are they disruptive? They need extra attention They need
firmer limits They need extra motivation They need a way out *
Identifying needs helps set goals
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F unction: the purpose that the behavior serves to get
something to avoid, delay, or escape something
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Teaching Appropriate Behavior Develop a Behavior Profile 1.
Determine when problems occur 2. Define problem behaviors 3. Plan
what you want the student to do
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Teaching Appropriate Behavior 1. Meet with the student
one-to-one when no other students are around 2. In a very matter-a
fact manner, specify the exact behaviors you expect *Remind
students of the appropriate behavior before the activity takes
place
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Support the behavior you want repeated Change tendency to look
for the negative - Set goals for positively recognizing a students
appropriate behavior - Select and implement positive behavior
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It is easier to prevent a behavior from occurring, than to deal
with it after it has happened. Behavior Mantra
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Establish Conflict Resolution Rules 1. Cool off 2. One person
speaks at a time 3. Use I messages 4. Restate what is heard 5. Take
responsibility 6. Brainstorm solutions 7. Decide on one solution 8.
Affirm, forgive, thank
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1. Cool Off Examples Take a quick walk Take a step back Breathe
deeply Look at the sky Count to 10 Splash cold water on face
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2. Only one Person Speaks at a Time Why Its Important: Allows
people to be heard Fosters respect
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3. Use I Messages Each student states what they did Each
student states how they felt Students should avoid: you messages
put downs guilt trips sarcasm negative body language
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4. Restate What is Heard Each student summarizes what they
heard the other one say. Why its important: demonstrates respect
shows the person they have been heard/understood ensures
understanding fosters empathy
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5. Take Responsibility Student accepts their contribution to
the problem Listen to others contribution to the problem
Acknowledge own feelings Listen to others feelings
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6. Brainstorm Solutions Examples: Take turns Share Play
something else Agree to play apart Seek compromise Write an
incident report
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7. Decide on One Solution Both agree on a solution Both agree
to abide by the solution Both agree not to bad mouth or talk about
the solution with their friends
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8. Affirm, Forgive, Thank Sorry Handshake Kind words Thank You
Hug
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Things for Adults to Remember Behaviors happen for a reason
Acknowledge the feelings/emotions Be a positive role model manage
tone, body language, etc. Be part of the solution, not part of the
problem
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Be a Good Listener Passive listening listen without talking,
listen for facts/emotions Acknowledgement responses communicate
that you are interested and listening (uh-huh, Oh, I see) Door
openers encourages children to talk (Please tell me more.) Active
listening most effective technique
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Active Listening Example Mirror what you are hearing
(repeating, restating the original message) Child: You are not
fair. Adult: You feel like I am blaming you. Child: Yeah, I didnt
do anything. Adult: Youre angry because you dont feel like you did
anything wrong. Child: Yeah, Billy is being mean to me. Adult: So
you believe he started it? Child: Yeah. Adult: Do you want to tell
me about it?
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Adult Role in Problem Solving 1) Open ended problem solving
(brainstorm solutions) Example: It looks like we have a problem,
what can we do to solve it?
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Adult Role in Problem Solving 2) Limit setting Provide choices
for both parties Example: You can choose to ignore each other and
continue to play, or you can choose to continue bugging each other
and get a low level referral
5. 6. 1. 2. 3. 4. 7. Calm Agitation Acceleration Peak
De-escalation Recovery Trigger Seven Phases of Challenging
Behaviors You are here
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Seven Phases of Challenging Behaviors 1. Calm Definition:
Student is in typical, neutral state Student is cooperative and
responsive to teacher and task demands
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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
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Seven Phases of Challenging Behaviors 1. Calm How to respond
when behaviors occur Treat students with respect Look for
opportunities to praise students Attend to appropriate behaviors of
student
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5. 6. 1. 2. 3. 4. 7. Calm Agitation Acceleration Peak
De-escalation Recovery Trigger Seven Phases of Challenging
Behaviors You are here
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Seven Phases of Challenging Behaviors 2. Trigger Definition Any
event that provokes an undesired response from the student
School-based Non-school based
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Seven Phases of Challenging Behaviors 2. Trigger Tips for
preventing challenging behaviors Remove or reduce the importance of
the trigger Provide a reminder or cue for an alternate reaction to
the trigger Precision requests
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Seven Phases of Challenging Behaviors 2. Trigger How to respond
when behaviors occur Respond to negative student behaviors in a
professional manner Dont take it personally View as a teaching
opportunity
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5. 6. 1. 2. 3. 4. 7. Calm Agitation Acceleration Peak
De-escalation Recovery Trigger Seven Phases of Challenging
Behaviors You are here
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Seven Phases of Challenging Behaviors 3. Agitation (Anxiety)
Definition Student behavior unfocused or off-task Student showing
indicators of anxiety Student no longer in typical, neutral
state
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Anxiety A state of intense apprehension, uncertainty and fear
Results from anticipating a threatening event Intense anxiety =
fight or flight
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Anxiety What it looks like. A noticeable increase or change in
behavior e.g., pacing, finger drumming, wringing of hands, rocking,
etc What to do. Be Supportive Take an empathetic, nonjudgmental
approach attempting to alleviate anxiety
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Seven Phases of Challenging Behaviors 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
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Seven Phases of Challenging Behaviors 3. Agitation How to
respond when behaviors occur Provide or withdraw attention Avoid a
power struggle Offer choices Use interrupting strategies
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5. 6. 1. 2. 3. 4. 7. Calm Agitation Acceleration Peak
De-escalation Recovery Trigger Seven Phases of Challenging
Behaviors You are here
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Seven Phases of Challenging Behaviors 4. Acceleration
Definition Student actively resisting, refusing Verbal aggression,
threats Violation of behavior rules A student screams You cant make
me, _________ A student curses at you Behavior is
confrontational
Seven Phases of Challenging Behaviors 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
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5. 6. 1. 2. 3. 4. 7. Calm Agitation Acceleration Peak
De-escalation Recovery Trigger Seven Phases of Challenging
Behaviors You are here
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Seven Phases of Challenging Behaviors 5. Peak Definition
Student aggression to self, others or property Overall student
behavior out of control Fighting Property destruction Assault
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Seven Phases of Challenging Behaviors 5. Peak Tips for
preventing challenging behaviors Specific Defusing Statements
Dignity for yourself Dignity for the student Keep the student in
class Teach an alternative to aggression
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Seven Phases of Challenging Behaviors 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)
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5. 6. 1. 2. 3. 4. 7. Calm Agitation Acceleration Peak
De-escalation Recovery Trigger Seven Phases of Challenging
Behaviors You are here
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Seven Phases of Challenging Behaviors 6. De-escalation
Definition Reduction or cessation of student aggression Reduced
frequency or intensity of student behaviors Student may appear
confused
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Seven Phases of Challenging Behaviors 6. De-escalation Tips for
preventing challenging behaviors Be cautious of your responses to
student
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Seven Phases of Challenging Behaviors 6. De-escalation How to
respond when behaviors occur Provide cues to signal positive
behaviors Attend to appropriate behaviors Engage student in
individual assignment Provide quiet time
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5. 6. 1. 2. 3. 4. 7. Calm Agitation Acceleration Peak
De-escalation Recovery Trigger Seven Phases of Challenging
Behaviors You are here
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Seven Phases of Challenging Behaviors 7. Recovery Definition
Student returns to calm Student eager to complete tasks Student
reluctant to interact or talk
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Seven Phases of Challenging Behaviors 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
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Seven Phases of Challenging Behaviors 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
