CT PBS Training Day 2

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CT PBS TrainingDay 2

• Regina Oliver
• State Education Resource Center

Brandi Simonsen University of Connecticut
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Objectives for Day 2

• By the end of today,
• you will be able to
• identify evidence based classroom management
  practices
• describe the escalation model and interventions
  at each point
• When to teach
• When to encourage/redirect
• When to emphasize safety
• you will have a revised action plan to guide your
  next months of implementation

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Advance Organizer

• 900-915 Introduction and Overview 
• 915-1000 Practices and systems for
  classroom settings
• 1000-1015 Break
• 1015-1030 Set up for action planning
• 1030-1200 Team action planning related to
  classroom settings
• 1200-1245 Lunch (provided)
• 1245-200 Escalating and/or Crisis Situations
• 200-300 Action planning
• 300 Team reports and wrap up

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How is My Classroom Management?
7r

• Brandi Simonsen, Sarah Fairbanks,
• Amy Briesch, George Sugai
• University of Connecticut
• Center on Behavioral Education and Research

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(No Transcript)
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Purpose

• Review critical features essential practices
  of behavior management in classroom settings
• Goal Review of basics context for
  self-assessment

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Classroom Management Challenges

• Informal untaught
• Reactive ineffective
• Disconnected from SW

• Lack of staff fluency
• Lack of durability
• Lack of instructional fluency

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Why formalize classroom management?

• Arrange environment to maximize opportunities
  for
• Academic achievement
• Social success
• Effective efficient teaching

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Guiding Principle 1

• Pupil achievement behavior can be influenced
  (for better or worse) by the overall
  characteristics of the school environment
• Rutter Maughan, 2002

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Guiding Principle 2

• To affect incidence prevalence of antisocial
  behavior, we must increase availability,
  adoption, sustained use of validated practice
• Biglan, 1995

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Guiding Principle 3

• Use what we know about behavior of individuals
  to affect behavior organization of communities,
  create a common vision, language, experience
  for all members of the community
• Biglan, 1995 Horner, 2002

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Guiding Principle 4

• Remember that good teaching one of our best
  behavior management tools
• Active engagement
• Positive reinforcement

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• Apply three tiered prevention logic to classroom
  setting
• Primary for all
• Secondary for some
• Tertiary for a few

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Continuum of School-Wide Instructional and
Positive Behavior Support
Tertiary Prevention Specialized
Individualized Systems for Students with
High-Risk Behavior
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Primary Prevention School-/Classroom- Wide
Systems for All Students, Staff, Settings
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Secondary Prevention Specialized Group Systems
for Students with At-Risk Behavior
80 of Students
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Designing School-Wide Systems for Student Success
1-5
1-5
5-10
5-10
80-90
80-90
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Organizational Features
Common Vision
ORGANIZATION MEMBERS
Common Language
Common Experience
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School-wide Positive Behavior Support Systems
Classroom Setting Systems
Nonclassroom Setting Systems
Individual Student Systems
School-wide Systems
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• Link classroom to school-wide
• School-wide expectations
• Classroom v. office managed rule violations

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Social Competence Academic Achievement
Positive Behavior Support
OUTCOMES
Supporting Decision Making
DATA
Supporting Staff Behavior
SYSTEMS
PRACTICES
Supporting Student Behavior
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• Build systems to support sustained use of
  effective practices
• SW leadership team
• Regular data review
• Regular individual school action planning

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Enhanced PBS Implementation Logic
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Effective classroom managers
Attention Please
1 Minute

• 7 minutes (pick recorder spokesperson)
• What do effective classroom managers do daily?
• 2-3 formal 2-3 informal strategies
• Report 2-3 big ideas from your team discussion
  (1 min. reports)

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Evidence Based Practices in Classroom Management

• Maximize structure in your classroom.
• Post, teach, review, monitor, and reinforce a
  small number of positively stated expectations.
• Actively engage students in observable ways.
• Establish a continuum of strategies to
  acknowledge appropriate behavior.
• Establish a continuum of strategies to respond to
  inappropriate behavior.

(Simonsen, Fairbanks, Briesch, Sugai, in
progress)
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1. Maximize structure in your classroom.

• Develop Predictable Routines
• Teacher routines volunteers, communications,
  movement, planning, grading, etc.
• Student routines personal needs, transitions,
  working in groups, independent work, instruction,
  getting, materials, homework, etc.
• Design environment to (a) elicit appropriate
  behavior and (b) minimize crowding and
  distraction
• Arrange furniture to allow easy traffic flow.
• Ensure adequate supervision of all areas.
• Designate staff student areas.
• Seating arrangements (groups, carpet, etc.)

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1. Maximize structure in your classroom.
What does the research say?

• Students in high structure classes engaged in
• less aggression
• more attentive in circle time
• helped to clean up more after free plan
• less prosocial behavior to peers, but had
  slightly more friendly peer interactions
• did not show more independent task persistence
• (Huston-Stein, Friedrich-Cofer, Susman, 1977).
• In highly structured classes, impulsivity was not
  related to behavior (Susman, Huston-Stein,
  Friedrich-Cofer, 1980).
• Greater task involvement in highly controlled
  classrooms (Morisson, 1977).

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1. Maximize structure in your classroom.
What does the research say?

• Classrooms with more walls (visual dividers) were
  related to (Ahrentzen Evans, 1984).
• less teacher distraction in general,
• less student distraction from noise
• more student satisfaction, and
• less restriction of classroom activities.
• Open perimeters were associated with (Ahrentzen
  Evans, 1984).
• less kinetic visual distractions and
• greater teacher satisfaction
• Changes in classroom designs are related to
  (Weinstein, 1977)
• distribution of children across the rooms
• range and frequency of behaviors
• Crowding at home and school can have a negative
  impact on behavior (Maxwell, 1996)

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2. Post, Teach, Review, Monitor, and
reinforce a small number of positively stated
expectations.

• Establish behavioral expectations/rules.
• Teach rules in context of routines.
• Prompt or remind students of rule prior to
  entering natural context.
• Monitor students behavior in natural context
  provide specific feedback.
• Evaluate effect of instruction - review data,
  make decisions, follow up.

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Establish Behavioral expectations/Rules

• A small number (i.e., 3-5) of positively stated
  rules. Tell students what we want them to do,
  rather than telling them what we do not want them
  to do.
• Publicly post the rules.
• Should match SW Expectations

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Small number of positively stated expectations.
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Establish Behavioral expectations/Rules

• Operationally define what the rules look like
  across all the routines and settings in your
  school.
• One way to do this is in a matrix format.

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Rules within Routines Matrix
Routines Rules Entering Classroom Seat Work Small Group Activity Leaving Classroom
Be Safe
Be Respectful
Be Responsible
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Teach Rules in the Context of Routines

• Teach expectations directly.
• Define rule in operational termstell students
  what the rule looks like within routine.
• Provide students with examples and non-examples
  of rule-following within routine.
• Actively involve students in lessongame,
  role-play, etc. to check for their understanding.
• Provide opportunities to practice rule following
  behavior in the natural setting.

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Teaching Academics Behaviors
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Cool Tool
Skill Name
Getting Help (How to ask for assistance for difficulty tasks)
Teaching Examples
1. When youre working on a math problem that you cant figure out, raise your hand and wait until the teacher can help you. 2. You and a friend are working together on a science experiment but you are missing a piece of lab equipment, ask the teacher for the missing equipment. 3. You are reading a story but you dont know the meaning of most of the words, ask the teacher to read and explain the word.
Kid Activity
1. Ask 2-3 students to give an example of a situation in which they needed help to complete a task, activity, or direction. 2. Ask students to indicate or show how they could get help. 3. Encourage and support appropriate discussion/responses. Minimize attention for inappropriate responses.
After the Lesson (During the Day)
1. Just before giving students difficult or new task, direction, or activity, ask them to tell you how they could get help if they have difficulty (precorrection). 2. When you see students having difficulty with a task (e.g., off task, complaining), ask them to indicate that they need help (reminder). 3. Whenever a student gets help the correct way, provide specific praise to the student.
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Expectations behavioral skills are taught
recognized in natural context
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Prompt or Remind Students of the Rule

• Provide students with visual prompts (e.g.,
  posters, illustrations, etc).
• Use pre-corrections, which include verbal
  reminders, behavioral rehearsals, or
  demonstrations of rule-following or socially
  appropriate behaviors that are presented in or
  before settings were problem behavior is likely
  (Colvin, Sugai, Good, Lee, 1997).

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Monitor Students Behavior in Natural Context

• Active Supervision (Colvin, Sugai, Good, Lee,
  1997)
• Move around
• Look around (Scan)
• Interact with students
• Provide reinforcement and specific praise to
  students who are following rules.
• Catch errors early and provide specific,
  corrective feedback to students who are not
  following rules. (Think about how you would
  correct an academic error.)

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Acknowledge Recognize
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Evaluate the effect of instruction

• Collect data
• Are rules being followed?
• If there are errors,
• who is making them?
• where are the errors occurring?
• what kind of errors are being made?
• Summarize data (look for patterns)
• Use data to make decisions

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1. Positively stated expectations. What does the
   research say?

• Teaching and reviewing expectations (i.e., social
  skills) and providing feedback is associated with
  
• decreases in
• off-task behavior
• disruptive behavior (i.e., talking out)
• increases in
• academic engagement
• leadership and conflict resolution
• (Johnson, Stoner, 1996 Sharpe, Brown,
  Crider, 1995 Rosenberg, 1986)
• Pairing rule-instruction with feedback and
  reinforcement leads to the largest gains
• (Greenwood, Hops, Delquadri, Guild, 1974)

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1. Positively stated expectations. What does the
   research say?

• Use of active supervision (moving, looking,
  interacting with students, providing positive
  reinforcement) resulted in
• a classroom-wide decrease in minor behavioral
  incidents (De Pry Sugai, 2002)
• higher levels of active participation (moderate
  to vigorous physical activity) in a physical
  education class (Schuldheisz van der Mars,
  2001)
• Degree of active supervisionand not the
  supervisor/student ratioaccounted for the most
  variance in problem behavior in non-classroom
  transition settings.
• A significant inverse relationship was identified
  between the number of supervisor-student
  interactions (one component of active
  supervision) and the degree of problem behavior
  (Colvin, Sugai, Good, Lee, 1997)

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3. Actively engage students in observable ways.

• Provide high rates of opportunities to respond
• Vary individual v. group responding
• Increase participatory instruction
• Consider various observable ways to engage
  students
• Written responses
• Writing on individual white boards
• Choral responding
• Gestures
• Other ____________
• Link engagement with outcome objectives

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Task dimensions (Darch Kameenui, 2004, p. 52)

• History
• Response form
• Modality
• Complexity
• Schedule
• Variation

New? Familiar? Old?
Yes/No? Choice? Production?
Oral? Motor? Written?
Easy? Hard?
Abbreviated? Extended?
Varied? Unvaried?
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Task dimensions continued (Darch Kameenui,
2004)

• Consider task dimensions.
• Which is more likely to occasion problem
  behavior?
• How would you use this information to redesign
  the environment for a given student?

• A
• History New
• Response Form Production
• Modality Written
• Complexity Hard
• Schedule Extended
• Variation Unvaried

• B
• History Old
• Response Form Yes/No
• Modality Oral
• Complexity Easy
• Schedule Abbreviated
• Variation Varied

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3. Actively engage students in observable ways.
What does the research say?

• Increasing the pace with which teachers presented
  students with opportunities to respond was
  associated with
• an increase in on-task behavior
• an increase in academic engagement
• a decrease in disruptive behavior
• an increase in the number of correct responses
• (Sutherland, Alder, Gunter, 2003 West
  Sloane, 1986)

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3. Actively engage students in observable ways.
What does the research say?

• The use of response cards (i.e., all students
  simultaneously holding up written responses)
  resulted in an increase in student responses,
  academic achievement, and on-task behavior
  (Christle Schuster, 2003 Lambert, Cartledge,
  Heward, Lo, 2006).
• Response cards
• Choral responding
• Traditional hand raising
• (Godfrey, Grisham-Brown, Schuster, 2003)

Effectiveness
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3. Actively engage students in observable ways.
What does the research say?

• Use of direct instruction techniques was most
  effective in reducing off-task and disruptive
  behavior when compared to either cooperative
  learning or independent seatwork activities
  (Nelson, Johnson, Marchand-Martella, 1996)
• Peer-tutoring programs resulted in an
• increase in opportunities to respond and
  immediate feedback
• improved academic engagement and reading
  achievement
• (Greenwood, Delquadri, Hall, 1989 Simmons,
  Fuchs, Fuchs, 1995).
• decrease in off-task behavior as well as an
• increase in academic performance for some
  students
• (DuPaul, Ervin, Hook, McGoey, 1998)

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3. Actively engage students in observable ways.
What does the research say?

• Use of computer assisted instruction (CAI)
• in math resulted in an increase in both active
  engagement time and on-task behavior for students
  with ADHD (Ota DuPaul, 2002)
• in reading resulted in an increase in both oral
  reading fluency and on-task behavior for students
  with ADHD (Clarfield Stoner, 2005)
• The use of guided notes (teacher-provided
  outlines containing main ideas as well as
  fill-in-the-blanks) during lectures and readings
  resulted in an increase in academic achievement
  as measured by quiz scores (Lazarus, 1993
  Sweeney et al. 1999)

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4. Establish a continuum of strategies to
acknowledge appropriate behavior.

• Specific and Contingent Praise
• Group Contingencies
• Behavior Contracts
• Token Economies

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Specific and Contingent Praise

• Praise should be
• contingent occur immediately following desired
  behavior
• specific tell learner exactly what they are
  doing correctly and continue to do in the future
• Good job (not very specific)
• I like how you are showing me active listening
  by having quiet hands and feet and eyes on me
  (specific)

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1. Establish a continuum of strategies to
   acknowledge appropriate behavior. What does the
   research say?

• Delivering contingent praise for academic
  behaviors can increase
• Correct responses (Sutherland Wehby, 2001)
• Work productivity and accuracy (Craft, Alber,
  Heward, 1998 Wolford, Heward, Alber, 2001)
• Language and math classwork (Roca Gross, 1996)
• Academic performance (Good, Eller, Spangler,
  Stone, 1981)
• Delivering contingent praise for specific social
  behaviors can increase
• On-task behavior (Ferguson, Houghton, 1992)
• Student attending (Broden, Bruce, Mitchell,
  Carter, Hall, 1970)
• Student compliance (Wilcox, Newman, Pitchford,
  1988)
• Positive self-referent statements (Phillips,
  1984)
• Cooperative play (Serbin, Tonick, Sternglanz,
  1977)

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1. Establish a continuum of strategies to
   acknowledge appropriate behavior. What does the
   research say?

• Increasing the number of behavior specific praise
  statements was associated with an increase in
  on-task behavior (Sutherland, Wehby, Copeland,
  2000)
• Contingent praise combined with establishing
  rules (Becker, Madsen, Arnold, 1967) and
  establishing rules and ignoring inappropriate
  behavior (Yawkey, 1971), increases appropriate
  classroom behavior.

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Group Contingencies

• Three types
• One for all (Dependent Group Contingency)
• All for one (Interdependent Group-Oriented
  Contingency)
• To each his/her own (Independent Group
  Contingency)

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1. Establish a continuum of strategies to
   acknowledge appropriate behavior. What does the
   research say?

• Class-wide Group Contingencies
• Increase positive and decrease negative verbal
  interactions (Hansen, Lignugaris, 2005)
• Decrease transition time (Yarborough, Skinner,
  Lee, Lemmons, 2004)
• Increase achievement, appropriate classroom
  behavior, and peer social acceptance (Nevin,
  Johnson, Johnson, 1982)
• Decrease talk-outs and out-of-seat behavior
  (Barrish, Saunders, Wolf, 1969)

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Further Remarks on Group Contingencies
(Lewis-Palmer Sugai, 1999)

• Group contingencies can be an efficient way to
  reinforce desired behaviors.
• Without careful monitoring, potentially harmful
  situations can arise
• Peer pressure can turn into ridicule
• Negative stigma or social status can result
• May or may not be fair to all clients
• So, monitor closely and apply the contingencies
  consistently and systematically.

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1. Establish a continuum of strategies to
   acknowledge appropriate behavior. What does the
   research say?

• Appropriate classroom behavior can be further
  improved when Class-wide Group Contingencies are
  combined with
• The establishment and instruction of rules
  (Lohrmann, Talerico, Dunlap, 2004)
• Self-management and peer-monitoring (Davies
  Witte, 2000)
• Social skills training (Lewis Sugai, 1993)
• Individual contingencies (Solomon Tyne, 1979)
• Token economies (Jones Kazdin, 1975 Main
  Munro, 1977)
• Posting positively stated classroom rules, token
  economies, and active teacher supervision (Kehle,
  Bray, Theodore, 2000)

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Consequence Behavioral Contracts

• A written document that specifies the contingency
  for an individual student.
• Contains the following elements
• Operational definition of BEHAVIOR
• Clear descriptions of REINFORCERS
• OUTCOMES if student fails to meet expectations.
• Special BONUSES that may be used to increase
  motivation or participation.

(Wolery, Bailey, Sugai, 1988)
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Ten Basic Rules for Behavioral Contracting(Homme,
Csanyi, Gonzales, Rechs, 1970)

1. Payoff (reward) should be immediate.
2. Initially call for and reward successful
   approximations.
3. Reward frequently with small amounts.
4. Call for and reward accomplishments.
5. Reward the performance after it occurs (i.e., do
   not bribe the learner).

(As stated in Alberto Troutman, 1999, pp.
249-250)
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Ten Basic Rules for Behavioral Contracting(Homme,
Csanyi, Gonzales, Rechs, 1970)

1. The contract must be fair.
2. The terms must be clear.
3. The contract must be honest.
4. The contract must be positive.
5. Contracting must be used systematically (and
   consistently).

(As stated in Alberto Troutman, 1999, pp.
249-250)
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Establishing a Token Economy

• Determine and teach the target skills
• Select tokens
• Identify what will be back-up reinforcers
• Identify the number of tokens required to receive
  back-up reinforcers
• Define and teach the exchange and token delivery
  system
• Define decision rules to change/fade the plan
• Determine how the plan will be monitored
• Guidelines from Sulzer-Azarodd Mayer, 1991

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1. Establish a continuum of strategies to
   acknowledge appropriate behavior. What does the
   research say?

• Behavioral contracting and Token economies
• Increase student productivity (Kelley Stokes,
  1984)
• Increase on-task behavior and daily assignment
  completion (The effects of a good-behavior
  contract on the classroom behaviors of
  sixth-grade students.(White-Blackburn, Semb,
  Semb, 1977)
• Improve school grades (Williams Kamala, 1973)
• Improve student self-control (Drabman, Spitalnik,
  OLeary, 1973)

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Positive acknowledgements
Attention Please
1 Minute

• Take 5 minutes
• Identify 2-3 formal 2-3 informal strategies to
  positively acknowledge student behavior in
  classroom
• Report sample from your team discussion (1 min.
  reports)

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5. Establish a continuum of strategies to
respond to inappropriate behavior.

• Respond efficiently
• Attend to students who are displaying appropriate
  behavior
• Follow school procedures for major problem
  behaviors objectively anticipate next
  occurrence

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• Quick error corrections and redirect to
  appropriate behavior
• Differential Reinforcement
• Planned ignoring
• Response Cost
• Time out from reinforcement

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Quick Error Corrections

• Your error corrections should be
• contingent occur immediately after the
  undesired behavior
• specific tell learner exactly what they are
  doing incorrectly and what they should do
  differently in the future
• brief after redirecting back to appropriate
  behavior, move on

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1. Establish a continuum of strategies to respond to
   inappropriate behavior. What does the research
   say?

• Error correction should be direct, immediate, and
  end with the student emitting the correct
  response (Barbetta, Heward, Bradley, Miller,
  1994)
• Systematic performance feedback delivered to an
  entire classroom, increased the appropriate
  behavior of all students, as compared to a
  control classroom (Winett, Vachon, 1974)
• Corrective feedback during oral reading improved
  word recognition and reading comprehension
  (Baker, 1992 Singh, 1990 Singh Singh, 1986)
• Publicly posting feedback (e.g., rates of student
  target problem behaviors), in addition to other
  strategies, reduced the occurrence of such
  behaviors (Brantley Webster, 1993) and
  classroom transition times (Yarbrough, Skinner,
  Lee, Lemmons, 2004)

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Types of Differential Reinforcement

• DRof lower rates of behavior (DRL)
• DRof other behaviors (DRO)
• DRof alternative behavior (DRA)
• DRof incompatible behavior (DRI)

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Planned Ignoring

• Definition
• If a behavior is maintained by adult
  attentionconsider planned ignoring (e.g., ignore
  behavior of interest)
• Example
• Taylor talks out in class and his teacher
  currently responds to him approximately 60 in
  the time (either or -).
• The teacher decides to ignore all talk outs and
  instead only call on him when his hand is raised.

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Response Cost

• Definition
• The withdrawal of specific amounts of a
  reinforcer contingent upon inappropriate
  behavior. This is an example of ________
  punishment.
• Examples
• A wrong answer results in a loss of points.
• Come to class without a pencil, buy one for 5
  points.

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Time-out

• Definition
• A child is removed from a previously reinforcing
  environment or setting, to one that is not
  reinforcing
• Example
• Child throws a rock at another child on the
  playground. The child is removed to the office.
• REMEMBER the environment the child is removed to
  cannot be reinforcing!!! So, if the child
  receives lots of adult attention in the office,
  which they find reinforcing, YOU have NOT put the
  child on time out

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1. Establish a continuum of strategies to respond to
   inappropriate behavior. What does the research
   say?

• The following procedures resulted in a decrease
  in disruptive behavior
• Reinforcing the occurrence of low-rates of a
  problem behavior (e.g., 1 to 2 talk-outs during a
  class period) (Deitz, Repp, Deitz, 1976) and
  reinforcing all other behavior, except target
  problem behaviors (Repp, Deitz, Deitz, 1976)
• Ignoring inappropriate behavior (Hall, Lund,
  Jackson, 1968)
• Delivering soft reprimands (loud reprimands
  increased inappropriate behavior) (OLeary,
  Becker, 1968)
• Delivering direct, brief, and explicit reprimands
  (McAllister, Stachowiak, Baer, Conderman, 1969)
• Removal of preferred items or activities
  (response cost) (Greene Pratt, 1972 Trice
  Parker, 1983)
• Time-out from reinforcing activities and
  environments (Barton, Brulle, Repp, 1987 Foxx
  Shapiro, 1978 Zabel, 1986)

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Break
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Evidence Based Behavior Classroom Management
Practices

• See Classroom Management Self-Checklist (7r)
• and
• Evidence Based Practices in Classroom Management
  Handout

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How did you do?

• 10-13 yes Super
• 7-10 yes So So
• lt7 yes Improvement needed

75
Action Plan for Classroom Management
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Non-example Action Plan Strategies

• Purchase distribute classroom management
  curriculum/book
• Discuss at faculty meeting
• Bring in CM expert for next months ½ day
  in-service
• Observe in effective classroom
• What is likelihood of change in teacher practice?

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Example Action Plan Strategies

• Build on SW System
• Use school-wide leadership team
• Use data to justify
• Adopt evidence based practice
• Teach/practice to fluency/automaticity
• Ensure accurate implementation 1st time
• Regular review active practice
• Monitor implementation continuously
• Acknowledge improvements

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Classroom ManagementAction Planning

• 90 minutes
• Review Classroom Management Self-Assessment
  discuss possible practices/systems applications
• At the end of the day, we will ask you to report
  2-3 big ideas from your teams action
  planning(2 min. reports). So, think ahead

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Additional References

• Colvin, G., Lazar, M. (1997). The effective
  elementary classroom Managing for success.
  Longmont, CO Sopris West.
• Colvin, G., Sugai, G., Patching, W. (1993).
  Pre-correction An instructional strategy for
  managing predictable behavior problems.
  Intervention in School and Clinic, 28, 143-150.
• Darch, C. B., Kameenui, E. J. (2003).
  Instructional classroom management A proactive
  approach to behavior management. (2nd ed.). White
  Plains, NY Longman.
• Jones, V. F. Jones, L. S. (2001). Comprehensive
  classroom management Creating communities of
  support and solving problems (6th ed.). Boston
  Allyn Bacon.
• Kameenui, E. J., Carnine, D. W. (2002).
  Effective teaching strategies that accommodate
  diverse learners (2nd ed.). Upper Saddle River,
  NJ Merrill.
• Latham, G. I. (1997). Behind the schoolhouse
  door Eight skills every teacher should have.
  Utah State University.
• Latham, G. (1992). Interacting with at-risk
  children The positive position. Principal,
  72(1), 26-30.
• Martella, R. C., Nelson, J. R.,
  Marchand-Martella, N. E. (2003). Managing
  disruptive behaviors in the schools A
  schoolwide, classroom, and individualized social
  learning approach. Boston, MA Allyn Bacon.
• Paine, S. C., Radicchi, J., Rosellini, L. C.,
  Deutchman, L., Darch, C. B. (1983). Structuring
  your classroom for academic success. Champaign,
  IL Research Press.

80
Lunch
81
If Your Proactive Strategies FailDe-escalation
Crisis Interventions
82
Advance Organizer

• 1. Understanding Escalation
• 2. Verbal De-escalations

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UNDERSTANDING ESCALATION
84
Teacher Jason







What assignment?
Jason, please turn in your assignment.
The assignment you didnt finish during class.
I finished it.
Great, please turn it in now.
I dont have it with me now.
You have a choice..turn it in or do it again.
You never believe me.
I guess youve made the choice to do it again.
Make me.
Thats disrespectgo to the office.
F_____ you!
Pulls away, glares, raises fist as if to strike.
Moves closer puts hand on J. shoulder.
(Colvin Sugai, 1989)
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PURPOSE

• Enhance our understanding of and ways of
  responding to escalating behavior sequences.
• Student ltgt Teacher
• Teacher ltgt Teacher
• Teacher ltgt Parent
• Child ltgt Parent
• Teacher ltgt Administrator
• Etc., etc., etc.

(Colvin Sugai, 1989)
86
ASSUMPTIONS

• Behavior is learned (function).
• Behavior is lawful (function).
• Behavior is escalated through successive
  interactions (practice).
• Behavior can be changed through an instructional
  approach.

(Colvin Sugai, 1989)
87
Functions
Pos Reinf
Neg Reinf
(Colvin Sugai, 1989)
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OUTCOMES

• Identification of how to intervene early in an
  escalation.
• Identification of environmental factors that can
  be manipulated.
• Identification of replacement behaviors that can
  be taught ( serve same function as problem).

(Colvin Sugai, 1989)
89
The MODEL
High
Peak
Acceleration
De-escalation
Agitation
Trigger
Calm
Recovery
Low
(Colvin Sugai, 1989)
90
The MODEL
High
Low
CALM ????
(Colvin Sugai, 1989)
91
1. Calm

• Student is cooperative.
• Accepts corrective feedback.
• Follows directives.
• Sets personal goals.
• Ignores distractions.
• Accepts praise.

(Colvin Sugai, 1989)
92
Calm

• Intervention is focused on prevention.
• Assess problem behavior
• Triggers
• Function
• Academic behavioral learning history
• Arrange for high rates of successful academic
  social engagements.
• Use positive reinforcement.
• Teach social skills.
• Problem solving
• Relaxation strategy
• Self-management
• Communicate positive expectations.

(Colvin Sugai, 1989)
93
The MODEL
High
TRIGGER ??
Low
(Colvin Sugai, 1989)
94
2. Trigger

• Student experiences a series of unresolved
  conflicts.
• Repeated failures
• Frequent corrections
• Interpersonal conflicts
• Timelines
• Low rates of positive reinforcement
• Or other antecedent for problem behavior
  identified in FBA

(Colvin Sugai, 1989)
95
Trigger

• Intervention 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.

(Colvin Sugai, 1989)
96
The MODEL
High
AGITATION ?
Low
(Colvin Sugai, 1989)
97
3. Agitation

• Student exhibits increase in unfocused behavior.
• Off-task
• Frequent start/stop on tasks
• Out of seat
• Talking with others
• Social withdrawal

(Colvin Sugai, 1989)
98
Agitation

• Intervention 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.

(Colvin Sugai, 1989)
99
The MODEL
High
ACCELERATION
Low
(Colvin Sugai, 1989)
100
4. Acceleration

• Student displays focused behavior.
• Provocative
• High intensity
• Threatening
• Personal

(Colvin Sugai, 1989)
101
Acceleration

• Intervention is focused on safety.
• Remember
• Escalations self-control are inversely related.
• Escalation is likely to run its course.

(Colvin Sugai, 1989)
102
Acceleration

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

(Colvin Sugai, 1989)
103
The MODEL
High
PEAK
Low
(Colvin Sugai, 1989)
104
5. Peak

• Student is out of control displays most severe
  problem behavior.
• Physical aggression
• Property destruction
• Self-injury
• Escape/social withdrawal
• Hyperventilation

(Colvin Sugai, 1989)
105
Peak

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

(Colvin Sugai, 1989)
106
The MODEL
High
DECELERATION
Low
(Colvin Sugai, 1989)
107
6. De-escalation

• Student displays confusion but with decreases in
  severe behavior.
• Social withdrawal
• Denial
• Blaming others
• Minimization of problem

(Colvin Sugai, 1989)
108
De-escalation

• Intervention is focused on removing excess
  attention.
• Dont nag.
• Avoid blaming.
• Dont force apology.
• Consider function of problem behavior.
• Emphasize starting anew.

(Colvin Sugai, 1989)
109
The MODEL
High
RECOVERY ?
Low
(Colvin Sugai, 1989)
110
7. Recovery

• Student displays eagerness to engage in
  non-engagement activities.
• Attempts to correct problem.
• Unwillingness to participate in group activities.
• Social withdrawal sleep.

(Colvin Sugai, 1989)
111
Recovery

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

(Colvin Sugai, 1989)
112
Recovery

• Debrief
• Purpose of debrief is to facilitate transition
  back to program.not further negative consequence
• Debrief follows consequences for problem
  behavior.
• Goal is to increase more appropriate behavior.

(Colvin Sugai, 1989)
113
Recovery

• Problem 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?

(Colvin Sugai, 1989)
114
The MODEL
High
Peak
Acceleration
De-escalation
Agitation
Trigger
Calm
Recovery
Low
(Colvin Sugai, 1989)
115
Teacher Jason







What assignment?
Jason, please turn in your assignment.
The assignment you didnt finish during class.
I finished it.
Great, please turn it in now.
I dont have it with me now.
You have a choice..turn it in or do it again.
You never believe me.
I guess youve made the choice to do it again.
Make me.
Thats disrespectgo to the office.
F_____ you!
Pulls away, glares, raises fist as if to strike.
Moves closer puts hand on J. shoulder.
(Colvin Sugai, 1989)
116
THREE KEY STRATEGIES

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

(Colvin Sugai, 1989)
117
FINAL THOUGHT

• Geoff 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.

(Colvin Sugai, 1989)
118
Understanding Noncompliant/Defiant Behavior

• What can happen when student engages in
  noncompliance?
• Avoids/loses request/activity
• Gains/loses teacher attention
• Gains/loses peer attention
• Loses academic engagement

(Colvin Sugai, 1989)
119

• What can happen when teacher confronts
  noncompliant behavior?
• Teacher gets/loses student attention
• Teacher removes student
• Teacher gains/loses peer attention
• Teacher loses instructional minutes

(Colvin Sugai, 1989)
120
Assumptions about Compliant Noncompliant
Behaviors

• Are learned.
• Require more than one person.
• Get better/worse with practice.
• Given that, we can identify and avoid coercive
  cycles (next slide).

(Colvin Sugai, 1989)
121
Coercive cycles
(e.g., Patterson, multiple years Walker, Ramsey,
Gresham, 2004)
Student Exhibits Problem Behavior
aversive
escape aversive
Whats going on for the student?
aversive
Whats going on for the teacher?
Whats happens in the future?
Whos in control of the situation?
Teacher Gives Demand
Teacher Removes Demand
Student Terminates Problem Behavior
escape aversive
122
Teaching Compliance

• Students must
• Be fluent at expected behavior.
• Be taught conditions under which the expected
  behavior is required.
• Have multiple opportunities for high rates of
  successful academic social engagement.
• Receive or experience frequent positive
  acknowledgments when expected behavior is
  exhibited.

(Colvin Sugai, 1989)
123

• Teachers must
• Have students attention, before presenting the
  directive or making a request.
• Give clear, specific, positively stated
  directives.
• Provide frequent positive acknowledgments when
  expected behavior is exhibited.
• Have established taught consequence procedures
  for repeated noncompliance.

(Colvin Sugai, 1989)
124
Escalating Behavior
Attention Please
1 Minute Spokesperson

• 10 minutes
• Review features steps of Escalating Behavior
  model
• Discuss extent to which escalating behavior is or
  could be issue in the settings in which youve
  worked
• Identify 2-3 strategies systems for addressing
  escalating behavior
• Report 2-3 big ideas from your team discussion
  (1 min. reports)

(Colvin Sugai, 1989)
125
VERBAL DE-ESCALATION
126
Crisis InterventionsA Last Resort

• Now that we understand how escalations happenwe
  can talk about crisis interventions.
• Even with the best plans, you still need to
  answer the question, What happens if my plan
  fails?
• Typically the answer is your crisis intervention
  plan.
• Whenever you have to fall back on this, realize
  that it is a treatment failure and go back to
  closely evaluating the plan.

127
Choosing an Appropriate Response
Student Behavior
Intervention

• Obnoxious
• Simple Assault (e.g., threats)
• Assault and Battery (e.g., contact made
• Aggravated Assault (e.g., repeted kicks, blows,
  etc.)

• BSPs
• Crisis Communication
• Evasion
• Restraint

Adapted from Smith et al. (2000)
128
Verbal De-escalation

• We use verbal de-escalation, or Crisis
  Communication, when the observed behavior
  constitutes a simple assault. That is, we use it
  when
• a person has the ability to injure,
• a person has the position to injure (i.e.,
  proximity), and
• a person has the desire to injure
• but the threatened injury would not be serious
  enough to require medical attention.
• examples realistic threats to slap, pinch, bite,
  etc.

Adapted from Smith et al. (2000)
129
General Principles of verbal de-escalation

• Self Control
• Identification (of signals that predict assault)
• Communication
• Simple, Direct, Brief
• Rule of Five (lt5 words with lt5 letters)
• Patience
• Spontaneity
• Timing
• Function Based Strategies

Adapted from Smith et al. (2000)
130
1. Self Control

• We all need a plan to maintain self-control
  during a crisis (and other times too).
• Typically, your body reacts to a crisis in a
  fight or flight response.
• Our goal is to counteract that response by
  remaining calm and regaining balance.

Adapted from Smith et al. (2000)
131
Teaching Self Control

• The following is an activity sequence you may
  choose to use with your staff.
• To the extent that you are able to have them
• identify specific, observable, and measurable
  strategies and
• use those strategies in the natural situation
• this will be an effective exercise.

132
Developing Self-Control

• The first step is knowing yourself
• Think about how you feel now.
• How is your breathing?
• How is your vision/focus?
• How is your heart rate?

Adapted from Smith et al. (2000)
133
Fight or Flight Responses

• How do you feel when stressed?
• Complete the following table.

Fight Flight
Breathing
Vision
Speech
Thinking
Perception
Emotions
Adapted from Smith et al. (2000)
134
Knowing your limits

• What would you do if you under or over reacted?

Under-reacted Over-reacted

• What habits do you display under stress that
  would make the situation worse?

Adapted from Smith et al. (2000)
135
Developing a Self-Control Plan

• The next step is designing a plan that will allow
  you to maintain professional behavior.
• Create a concrete plan (i.e., observable,
  measurable, specific steps) to maintain your
  self-control.

Adapted from Smith et al. (2000)
136
My Self-Control PlanDevelop a plan that will
work for you.

• Identify observable, measurable, specific steps

Adapted from Smith et al. (2000)
137
Restoring Balance and Managing Stress

• You also need to think about different habits
  that you can develop that will allow you to
  manage your stress and maintain emotional
  balance.
• Think about three categories of habits
• What you will do immediately after incident.
• What you will do after work.
• Life-style habits.

Adapted from Smith et al. (2000)
138
Broader Plan
Identify observable, measurable, specific steps
Immediately after an incident I will
After Work, I will
I will also develop the following Lifestyle Habits
Adapted from Smith et al. (2000)
139
2. Identification of Signals

• How would you know when a situation is a crisis?
• How would you predict when a student is going to
  engage in crisis-level, or unsafe, behavior?
• Observation is key to preventing incidents and
  maintaining safety.

140
Observation

• You may observe in many ways
• Informal observations (e.g., watching student on
  playground)
• Formal observations (e.g., frequency data, ABC
  cards, formal observations)
• You learn from these observations
• Informal observations are often discussed
  meetings, supervisions, etc.
• Formal observations are analyzed in the context
  of Functional Behavioral Assessments and used to
  develop Positive Behavior Intervention Plans.

141
3. Responding Verbal Communication

• Keep communication simple, direct, and brief
• Rule of 5 (in general, use sentences 5 words
  and words 5 letters)
• Give choices
• Redirect to appropriate behavior and what can be
  earned.

142
4. Patience

• Remind yourself, no crisis will last forever and
  engage in specific strategies to assist you in
  remaining calm
• Step 10 feet back from the student
• Ask another adult to supervise the class
• Interact with another student
• Take a drink of water

143
5. Spontaneity

• Slim Shady
• One of the Neag SOE students was transitioning
  her students to the bus. She had a little guy in
  her class who pulled his hood over his head, told
  her he was Slim Shady, fell on the floor, and
  refused to transition. What would you do?
• She initially tried to force compliance. You
  need to get up. (Does that typically work?)
• Then, she was spontaneous and said, Would the
  real Slim Shady please stand up, please stand up,
  please stand up.
• He got up and rejoined the class, crisis averted.

144
6. Timing

• Recall the phases of escalation and choose your
  communication based on the phase indicated by the
  students current behavior.
• Silence is OK at times too.

145
7. Function Based Strategies

• How would understanding the function of a
  students behavior assist you in using verbal
  de-escalation?

146
Our goal is to PREVENT crises

• As always, we want to prevent crisis situations
  through designing our environments to ensure that
  appropriate behaviors are more relevant,
  efficient, and effective than inappropriate
  behaviors at meeting a students needs (i.e.,
  escape/avoid aversive or get/obtain)

147
Big Ideas from Crisis De-Escalation

1. Self-Control
2. Identification,
3. Communication
4. Patience
5. Spontaneity
6. Timing
7. Function Based Strategies

148
Action Planning

• 60 minutes
• Review Understanding Escalation discuss
  possible practices/systems applications
• At the end, we will ask you to report 2-3 big
  ideas from your teams action planning for the
  day (2 min. reports). Be prepared to share ideas
  from both classroom management and crisis
  de-escalation

149
Team Reports
Attention Please
2 Minutes Spokesperson
150
Big Ideas for Day 2

• You should now be able to
• identify evidence based classroom management
  practices
• describe the escalation model and interventions
  at each point
• When to teach
• When to encourage/redirect
• When to emphasize safety
• You should also have a revised action plan to
  guide your next months of implementation

151
Refer a Friend

• Talk to your district about schools that will be
  ready to start SWPBS next year.

152
Questions/Comments?

• Have a great summer!
• Well see you next year!
• 3 times for teams
• 3 times for coaches