Responding to Non-Responders: Managing EscalationsColvin & Sugai, 1989

PURPOSEEnhance understanding & ways of escalating behavior sequencesUnderstandingBest practiceConsiderationsYour action planning

The MODELCALM

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1. CalmStudent is cooperative.Accepts corrective feedback.Follows directives.Sets personal goals.Ignores distractions.Accepts praise.

CalmIntervention is focused on prevention.Assess problem behaviorTriggersFunctionAcademic & behavioral learning historyArrange for high rates of successful academic & social engagements.Use positive reinforcement.Teach social skills.Problem solvingRelaxation strategySelf-managementCommunicate positive expectations.

The MODELTRIGGER

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2. TriggerStudent experiences a series of unresolved conflicts.Repeated failuresFrequent correctionsInterpersonal conflictsTimelinesLow rates of positive reinforcement

TriggerIntervention is focused on prevention & redirection.Consider function of problem behavior in planning/implementing response.Remove from or modify problem context.Increase opportunities for success.Reinforce what has been taught.

The MODELAGITATION

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3. AgitationStudent exhibits increase in unfocused behavior.Off-taskFrequent start/stop on tasksOut of seatTalking with othersSocial withdrawal

AgitationIntervention is focused on reducing anxiety.Consider function of problem behavior in planning/implementing response. Make structural/environmental modifications.Provide reasonable options & choices.Involve in successful engagements.

The MODELACCELERATION

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4. AccelerationStudent displays focused behavior.ProvocativeHigh intensityThreateningPersonal

AccelerationIntervention is focused on safety.

Remember:

Escalations & self-control are inversely related.

Escalation is likely to run its course.

AccelerationRemove all triggering & competing maintaining factors.Follow crisis prevention procedures.Establish & follow through with bottom line.Disengage from student.

The MODELPEAK

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5. PeakStudent is out of control & displays most severe problem behavior.Physical aggressionProperty destructionSelf-injuryEscape/social withdrawalHyperventilation

PeakIntervention is focused on safety.Procedures like acceleration phase, except focus is on crisis intervention

The MODELDECELERATION

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6. De-escalationStudent displays confusion but with decreases in severe behavior.Social withdrawalDenialBlaming othersMinimization of problem

De-escalationIntervention is focused on removing excess attention.Dont nag.Avoid blaming.Dont force apology.Consider function of problem behaviorEmphasize starting anew.

The MODELRECOVERY

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7. RecoveryStudent displays eagerness to engage in non-engagement activities.Attempts to correct problem.Unwillingness to participate in group activities.Social withdrawal & sleep.

RecoveryFollow through with consequences for problem behavior.Positively reinforce any displays of appropriate behavior.Intervention is focused on re-establishing routines activities.

RecoveryDebriefPurpose of debrief is to facilitate transition back to program.not further negative consequenceDebrief follows consequences for problem behavior.Goal is to increase more appropriate behavior.

RecoveryProblem solving example:What did I do?Why did I do it?What could I have done instead?What do I have to do next?Can I do it?

THREE KEY STRATEGIESIdentify how to intervene early in an escalation.Identify environmental factors that can be manipulated.Identify replacement behaviors that can be taught & serve similar function.

FINAL THOUGHTGeoff Colvin (1989):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.

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