behaviors indicating Keep yourself calm. Power struggle (e.g., Direct other expecting her to students to another she is in distress. Limit verbal immediately comply) area of room. Hair covering face. interactions. she may not show Direct other – Stops making Allow physical space immediate students to leave spontaneous eye (at least 10 feet compliance when room and go to contact. away). beginning to designated area. Ceases verbal Allow [student name] escalate. communication. to call her mother if Kicking desk (low to she requests to do so. moderate intensity – Encourage [student could cause damage, name] to go to her but low likelihood of calm space (next to damage). seclusion room). Distress Stage Description of Student’s Interactions with Actions for Staff to Other Actions for Staff Behavior in Distress Student Avoid to Consider Stage Describe the student’s Describe the Describe the actions Describe any actions behavior that indicates interactions staff that, if taken by staff that do not include he or she has become members should have members, are likely to direct interactions with more agitated and may with the student. escalate the student the student, but may be have moved closer to further and, therefore, necessary to keep the engaging in should be avoided. student and others safe. demonstrating unsafe behavior. Aggression directed Monitor behavior Physical contact Staff Member #3 calls Program at objects. closely. (unless necessary to Administrator and Flipping desks over. If necessary, verbally ensure safety). Principal to forewarn Kicking furniture or direct to seclusion Firm directives (“You them that [student walls with enough room. need to…”). name] is beginning to intensity to cause Physically transport to Power struggle (e.g., escalate. damage. seclusion room. expecting her to immediately comply)
behaviors indicating she is in distress. Hair covering face. Stops making spontaneous eye contact. Ceases verbal communication. Kicking desk (low to moderate intensity – could cause damage, but low likelihood of damage). Keep yourself calm. Limit verbal interactions. Allow physical space (at least 10 feet away). Allow [student name] to call her mother if she requests to do so. Encourage [student name] to go to her calm space (next to seclusion room). Power struggle (e.g., expecting her to immediately comply) – she may not show immediate compliance when beginning to escalate. Direct other students to another area of room. Direct other students to leave room and go to designated area. Distress Stage Description of Student’s Behavior in Distress Stage Interactions with Student Actions for Staff to Avoid Other Actions for Staff to Consider Describe the student’s behavior that indicates he or she has become more agitated and may have moved closer to engaging in demonstrating unsafe behavior. Describe the interactions staff members should have with the student. Describe the actions that, if taken by staff members, are likely to escalate the student further and, therefore, should be avoided. Describe any actions that do not include direct interactions with the student, but may be necessary to keep the student and others safe. Aggression directed at objects. Flipping desks over. Kicking furniture or walls with enough intensity to cause damage. Monitor behavior closely. If necessary, verbally direct to seclusion room. Physically transport to seclusion room. Physical contact (unless necessary to ensure safety). Firm directives (“You need to…”). Power struggle (e.g., expecting her to immediately comply) Staff Member #3 calls Program Administrator and Principal to forewarn them that [student name] is beginning to escalate.
Behavior%20Support%20Plan%20Guide.docx