the problem behavior. See example provided in Tough’ Escalation Sequence.” “’Get Escalation Sequence “Get BEHAVIOR RESPONSE TOUGH” “GET Initial initial Behavior of many students “aversive” problem consequences, e.g., improves because they have learned behavior other, more contextually Say “no.” appropriate, behaviors; however, Remove “privilege” for some, the problem behavior Send to seat” “think continues Further Given additional and more Behavior of a few more students occurrences of consequences, e.g., improves; however, for a few “aversive” problem individual students, the problem Repeat louder “NO!” behavior behavior continues Move closer and point finger Complete office discipline referral Threaten and establish bottom line Send to in-school detention Continued Increase intensity, frequency, Behavior escalates in intensity, occurrences and duration of frequency, and duration to levels “aversive” and increasing consequences, e.g., that severely interfere with teaching and learning intensity of Establish and enforce problem zero tolerance policies behavior Increase monitoring and security Physically assist or intervene Give out of school suspension The Tough” and Tougher” responses are based on erroneous “Get “Get assumptions:
the problem behavior. See example provided in “’Get Tough’ Escalation Sequence.” “Get Escalation Sequence “GET TOUGH” BEHAVIOR RESPONSE Initial problem behavior initial “aversive” consequences, e.g., Say “no.” Remove “privilege” Send to “think seat” Behavior of many students improves because they have learned other, more contextually appropriate, behaviors; however, for some, the problem behavior continues Further occurrences of problem behavior Given additional and more “aversive” consequences, e.g., Repeat “NO!” louder Move closer and point finger Complete office discipline referral Threaten and establish bottom line Send to in-school detention Behavior of a few more students improves; however, for a few individual students, the problem behavior continues Continued occurrences and increasing intensity of problem behavior Increase intensity, frequency, and duration of “aversive” consequences, e.g., Establish and enforce zero tolerance policies Increase monitoring and security Physically assist or intervene Give out of school suspension Behavior escalates in intensity, frequency, and duration to levels that severely interfere with teaching and learning The “Get Tough” and “Get Tougher” responses are based on erroneous assumptions:
PBIS_MNManual_VERSION_2_0_2016_07_26.docx