Positive BEHAVIOR SUPPORT and DE-ESCALATION STRATEGIES

POSITIVE BEHAVIORPOSITIVE BEHAVIOR SUPPORT AND SUPPORT AND

DE-ESCALATION DE-ESCALATION STRATEGIESSTRATEGIES

Teresa Miller, LSSPTeresa Miller, LSSP

Rebecca Morgan, BCBARebecca Morgan, BCBA

Lyn Neisius, LSSPLyn Neisius, LSSP

ARCHETYPES FROM BREAKFAST CLUBThe Brain

The Athlete

The Basket Case

The Princess

The Criminal

The Mean Administrator

MASLOW’S BASIC NEEDS

Give same care as to a small child: Hungry/thirsty Safe? Belong? Esteem

ADAPTING FOR AT RISK STUDENTS

• Social reinforcers and privileges are not just rewards, they are a critical piece of successful education for at risk children.

• At risk students need additional opportunities and support to earn positives the way most students do easily.

• It’s about who needs it rather than who deserves it.

REFERRALS• Office discipline

referrals• Behavior Consults• Psychological

referrals

REFERRALSIdentify what has been done with

fidelity.Fidelity includes:

proper implementation + accurate progress monitoring + necessary adjustments

IS THE REFERRING TEACHER HELPING?

Classroom Organization

Classroom Schedule

Classroom Expectations

Seating Arrangement/Proximity Control

Verbal prompts and quiet precorrections

Corrective feedback

Positive language (Don’t DON’T)

WHO IS HELPING THE REFERRING TEACHER?

Classroom organization expectations communicated at the start of the school year?

Was the importance of positive behavioral supports emphasized in the classroom?

Were positive behavior supports modeled by an administrator or other campus leaders?

Do your PLCs address classroom management?

Are training opportunities in classroom management promoted for staff?

BEHAVIO

R ANALY

SIS

BEHAVIOR A

ND THE E

NVIRONM

ENT

UNDISPUTED FACTS

Student behavior will not change until adult behavior changes.

ADULT BEHAVIOR MATTERS

Behavior change is an instructional process.

INSTRUCTION MATTERS

Scott, T. (2013). Managing Student Behavior in the Classroom. APBS Webinar

ADULT BEHAVIOR ASSOCIATED WITH EFFECTIVE CLASSROOMS

Organization & Consistency Schedules; Thoughtful routines; Physical arrangements; Proximity

Explicit Instruction Clearly state objectives/rules; Explain/Model/Demonstrate;

Prompts/reminders throughout

Engage Students Provide opps for students to respond; Facilitate responses; Guide

practice

Frequent & Consistent Feedback Specific praise; Correction

LET’S TALK ABOUT FEEDBACK

Home Reprimands, Thank yous, flowers, gestures

Community Citations, late fees, peer recognition, awards

School/Work Grades, marbles, public shame, ISS, detention

The application of an aversive stimulus or removal of preferred stimulus resulting in a decrease in behavior.

PUNISHMENT

THE DOWN SIDE

Sometimes, what we think is “punishment”, is not punishing.

Does this look punishing?

WHAT HAPPENS WHEN WE RELY ON PUNISHMENT?

PUNISHMENT IS REACTIVE

POSITIVE REINFORCEMENT

• The application of a preferred stimulus or removal of an aversive stimulus resulting in an increase in behavior.

• The KEY to changing behavior is two fold:1. Identify the FUNCTION of the behavior2. Identify a more appropriate ALTERNATIVE behavior

to take it’s place.

DR is when you provide BOTH

Positive reinforcement for desired (replacement) behavior,

Extinction of undesired behavior

– Extinction occurs when you’re no longer providing reinforcement for behavior.

DIFFERENTIAL REINFORCEMENT

IDENTIFY A REPLACEMENT OR ALTERNATIVE BEHAVIOR

• What do you want them to do instead?–Is it within reason? –Will you have to teach it?

DE-ESCALA

TION

UNDERSTANDIN

G THE H

OW A

ND WHY

Office Referra

l

Feelings &

Anxieties

Others’ Reaction

s

Event

Cycle1

Behavior

Stress

Incident

Incident Expands

Cycle3

Feelings & Anxieties

Behavior

Others’ Reactions

Stress

Cycle2

Feelings & Anxieties

Behavior

Others’ Reactions

Stress

Long, N.J., Wood, M.M., & Fecser, F.A. (2001)

CONFLICT CYCLE

SCM CT DES MS high school .wmv

Video (slide 101 2nd video)

-Label Event and 4 parts of Cycle 1

-Label Incident and 4 parts of Cycle 2

-Label Incident Expands and 4 parts of Cycle 3

IRRATIONAL BELIEFS FUEL ESCALATION

- I’M STUPID- ADULTS CAN’T BE TRUSTED

PSYCHIATRIC DIAGNOSES ALSO FACTOR INTO ESCALATION:

Your

self

Learning

EnvironmentManage

ADDRESSING INAPPROPRIATE BEHAVIOR

MANAGE YOURSELF

Soft voice tone

Body language

Safe proximity

Slow rate of speech/pacing

Corrective strategies

Allow “cool-down” time

Stay out of content

http://www.youtube.com/watch?feature=player_detailpage&v=TdU2l0i2Wh0

MANAGE ENVIRONMENT

Major infraction of a school rule

Are other students safe?

Use “Cool-Down” Time to praise on-task behavior/prompt alternative plan

Utilize other staff

SPECIFIC PRAISEEMPATHYPROMPT SELF-CONTROL STRATEGYCOUPLING STATEMENTSREALITY STATEMENTS

De-escalation Strategies

COUPLING STATEMENTS

Brief Specific One behavior at a time Most overt behaviors first Positive - don’t describe absence of behavior

REALITY STATEMENTS

Sets parameters

Often a response to an expressed need

Example:

We can keep this conversation between you and me if you lower your voice.

ONGOING DIFFICULTIES

Behavior Tracking: freeprintablebehaviorcharts.com

Positive Behavioral Interventions and supports: Pbis.org

Behaviorally challenging kids: livesinthebalance.org

EMOTIONAL DISTURBANCEVS.SOCIALLY MALADJUSTED

CLOSIN

G

THOUGHT

STr

aile

r