Calm Is Cooperative, able to: Prevention Accept feedback Structure Follow directions 4:1 Set goals Build relationship Ignore distractions OTRs Instructional match Trigger Has a series of unresolved Conflicts: Prevention and Redirection Repeated Failures Change modify demands Frequent corrections Prompt coping strategy Peer/adult conflicts Insert activity likely to be successful Timelines, deadlines Preview/pre-correction (e.g. Assembly) Low rates of reinforcement Agitation Increase in unfocused behavior: Prevention Off-task Earlier strategies Frequent start/stop Opportunities to be successful Out of seat Change of scenery (e.g. deliver a note) Talking with others Give reasonable options/choices Social withdrawal Don’t back a student into a corner -Conversation in private Acceleration Displays behavior that is: Safety Provocative Stop Talking High intensity Adults using strategies to remain calm Threatening Prepare for the peak Personal Move students/objects away Crisis response procedures Peak Is out of control & displays most severe behavior Safety Aggression Crisis response procedures Destruction Limit attention and language Self-injury Reasonable options Escape/social withdrawal Adults use own strategies to remain calm Changes in physiological functions De-escalation Shows confusion as behavior decreases. Remove excess attention Social withdrawal Time and Space Defense mechanisms Independent task Denial Do not: re-engage, lecture, force apology Blaming others Minimization of problem Recovery Returns to a non-agitated state, still defensive yet quiet, may show Return to baseline: desire to move beyond incident Re-establish routine Tries to correct problem Follow through with consequences May show eagerness for independent work Positively reinforce appropriate behaviors- do not Not ready for group activities. wait! Social withdrawal & sleep. Debrief, follow up Adults reflect on own strategies to remain calm Colvin, G. and Sugai, G. 1989 Lane, K. L., Menzies, H. M., Bruhn, A. L., and Crnobori, M. (2010) Managing Challenging Behaviors in New York: Guilford Press. Schools: Research-Based Strategies That Work.
Calm Is Cooperative, able to: Accept feedback Follow directions Set goals Ignore distractions Prevention Structure 4:1 Build relationship OTRs Instructional match Trigger Has a series of unresolved Conflicts: Repeated Failures Frequent corrections Peer/adult conflicts Timelines, deadlines Low rates of reinforcement Prevention and Redirection Change modify demands Prompt coping strategy Insert activity likely to be successful Preview/pre-correction (e.g. Assembly) Agitation Increase in unfocused behavior: Off-task Frequent start/stop Out of seat Talking with others Social withdrawal Prevention Earlier strategies Opportunities to be successful Change of scenery (e.g. deliver a note) Give reasonable options/choices Don’t back a student into a corner -Conversation in private Acceleration Displays behavior that is: Provocative High intensity Threatening Personal Safety Stop Talking Adults using strategies to remain calm Prepare for the peak Move students/objects away Crisis response procedures Peak Is out of control & displays most severe behavior Aggression Destruction Self-injury Escape/social withdrawal Changes in physiological functions Safety Crisis response procedures Limit attention and language Reasonable options Adults use own strategies to remain calm De-escalation Shows confusion as behavior decreases. Social withdrawal Defense mechanisms Denial Blaming others Minimization of problem Remove excess attention Time and Space Independent task Do not: re-engage, lecture, force apology Recovery Returns to a non-agitated state, still defensive yet quiet, may show desire to move beyond incident Tries to correct problem May show eagerness for independent work Not ready for group activities. Social withdrawal & sleep. Return to baseline: Re-establish routine Follow through with consequences Positively reinforce appropriate behaviors- do not wait! Debrief, follow up Adults reflect on own strategies to remain calm Colvin, G. and Sugai, G. 1989 Lane, K. L., Menzies, H. M., Bruhn, A. L., and Crnobori, M. (2010) Managing Challenging Behaviors in Schools: Research-Based Strategies That Work. New York: Guilford Press.
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