Managing Difficult Behaviors: An Overview of The Conflict Cycle and Verbal De-Escalation Strategies Paul Bordelon, School Psychologist Intervention and Prevention Services, FCPS Karen Glago Durocher, PhD Office of Special Education Instruction, FCPS 1

Objectives Provide an overview of the nature of acting out behavior Review of teacher and staff roles in the conflict cycle Review Strategies to address common problem behaviors in the classroom Paul Ask them “Why are you here today?” – Message is to have an awareness of the cycle. 2

Managing difficult behavior is like a _______ because ________ Karen Behavior analogy

Managing behavior is all about what we say and do! (Colvin, 2004) Paul Thumb Exercise 4

Implementation Guidelines Manage minor problem behaviors quickly and efficiently Plan, teach, and implement predetermined hierarchy of consequences Implement in order consistently For example for the first rule infraction-Reteach Signal occurrence Tell the student the correct response Ask student to restate/demonstrate Disengage AVOID POWER STRUGGLES Paul Use you heirarchy…example of how to re-teach. Signal the occurance – “You didn’t follow this rule” Disengage so there is no power struggle! Stick with heiarchy of consequences…so negative attention isnt inadvertantly reinforced! Kids use maladaptive coping skills to get out of work.

Hierarchy of Consequences Level 1: Class Verbal Reminder Level 2: Nonverbal Cues Level 3: Student Specific Reminder/Modification Level 4: Private Conference Level 5: Time Away ( in- or out-of-class) Level 6: Parent Conference Level 7: TIME OUT ROOM Paul Consequence does not equal punishment- It’s just another teaching opportunity. You should have a plan in place…do the kids know it?? Classroom should have an hiearchy of consequences….CONSISTENCY!!!!! Punishment not the same as “consequences”

Steps 1-4: Emphasis on prevention and teaching Karen This model describes the escalated behavior pattern in 7 phases. Complete a review of the cycle pointing out that it is likely the teacher will need to deescalate and recover as well. Discuss what this will look like. Deescalation can take a long time for child and teacher Teacher needs recovery time as well Teacher needs to address the class at some point to remind expectations, safety. Emphasis “Time”…may not recover in the same day…kid needs space! Steps 1-4: Emphasis on prevention and teaching Steps 5-7: Emphasis on safety, crisis management, re-entry and follow-up procedures 7 http://iris.peabody.vanderbilt.edu/bi1/bi1_02.html

Karen Focus on first four: preventive Let’s see what calm can look like

Calm Phase Overall student behavior is cooperative and acceptable. Respond to teacher directions and praise Accept corrective feedback Engages in and completes work Ignore distractions and/or inappropriate behaviors of others Karen http://www.iris.peabody.vanderbilt.edu/bi1/bi1_03.html

Proactive Strategies for Maintaining Calm Phase Analyze design of physical space of the classroom Create a practical schedule Establish high classroom expectations for all Use predictable classroom routines Manage instruction, incorporate best practices Teach behaviors while students are in calm phase PLAN IT OUT! Classroom design and visual schedules can impact behavior. Schedules should be considered for all levels and ages. Kids and Teacher what do look for and listen for in your “calm” Relationship building is so important! Use child-centered language – child first.

Paul

Trigger Phase Triggers also referred to as setting events, aversive stimuli, antecedents, etc. Overall behavior is a series of unresolved conflicts School-based examples Repeated failures, frequent corrections, teasing, conflicts with other students, etc… Nonschool-based examples Argument with parent, no breakfast, substance abuse, family member illness, Inadequate, sleep, etc… Paul Elicit possible triggers for their current students Possible examples: Need for attention not being met Changes in routine Peer provocation Pressure Ineffective problem solving Academic challenges Non school based High needs homes Health problems Nutrition needs Inadequate sleep Dual diagnosis which lead to negative medication interactions Substance abuse Deviant peer groups

Pre-correction Strategies for Trigger Phase Identify the context (trigger) and predictable behavior problem Specify expected behaviors Modify the context Conduct behavior rehearsals Provide strong reinforcement for occurrences of expected behaviors Prompt expected behaviors Paul Video 1 – Proactive Behavior– T-shirt video Show example of trigger –Show nonexample Make notes during vide: share out things teacher could have done differently Play second part of video better example Self-Reflection: Discuss what happens when we become the trigger or been triggered by a student’s behavior?

Signs of Agitation (Increases or Decreases in Behavior) Observe student’s body language Limited eye contact/veiled eyes Busy hands – tapping pencils, rubbing legs, wringing hands Moving in and out of groups with no goal directed purpose Off task/head down Starring into space Listen to student’s response Unwillingness to talk/disrespectful tone Close ended short responses Paul This is where your background knowledge of your students is crucial. We need to know the student’s behavioral “baseline” before we can be attune to a change in their behavior. Phase can last short or long time! Video clip: Reducing Agitation Watch non-example: What could this teacher have done differently? Watch example: This is where knowing your students really comes into play… 15

Agitation Phase Occurs due to an inability to handle trigger Noticeable change in behavior Rise in level of stress Loss of attention and concentration Increase in off-task behavior May last a long time Signals the possibility that an acting-out behavior may develop Prime opportunity to intervene and change the course of the behavior (and quite possibly your day!) Paul This is a prime opportunity to intervene. Can last 20 minutes or all day! Possibility/Signal that more severe behavior can occur…last chance to intervene! 16

Calming Strategies for Managing the Agitation Phase Offer teacher empathy Assist student with task Provide space Offer assurances and additional time Permit preferred activities (within set parameters) Change activities (independent, passive, movement) Maintain teacher proximity Use student self-management where appropriate Paul This is not the time to teach or process new strategies. This is about the student’s needs and not the adults. This is not the time to prove a point. Warning: Failure to respond to the student’s needs can send the student rapidly into the acceleration phase. Self-Reflection: Discuss what happens when we miss the cues? Emphasis NOT touching! 17

Karen Goal is to prevent this phase!!!

Acceleration Phase Behavior becomes focused and directed typically at staff Questioning and arguing Noncompliance and defiance Disruptive behaviors Provoking of others Limit testing Whining and crying Inappropriate verbalizations (e.g., threats) Destruction of property… Karen Talk about how I feel when agitated…heart races, etc.! 19

Defusing Strategies for Managing the Acceleration Phase (Last Opportunity to Avoid Peak Behavior) Consciously avoid escalating prompts that lead to more serious behaviors: Shouting Engaging in power struggles Moving into the student’s space Touching the student Sudden or very quick movements Using “put-down” statements Becoming defensive and arguing Communicating anger and frustration through body language Karen At this phase, student will try to engage staff; response may escalate behavior. Talking point: This now becomes all about you and your response. It takes two to dance in a power struggle. Talk about personal space…need more when accelerated 20

Remain calm, detached, and respectful PAUSE – The most powerful response is no immediate response. Realize the student is playing a game Don’t take it personally! Use your predetermined procedures Utilize non-confrontational limit-setting procedures Establish initial set-up Present the information as a decision Follow-through Karen Do not take the student’s behavior personally despite their efforts to make it personal. When ignoring low level remarks/behavior, a student’s behavior may ramp up temporarily as the staff members resists the power struggle. This is not the time to discuss consequences. http://www.iris.peabody.vanderbilt.edu/bi1/bi1_06.html 21

Remember. . . Proxemics Kinesics Verbal and Nonverbal Response Sarcasm Paul Proxemics: As individuals personal space varies greatly depending size, age, gender, role, relationship, and cultural background. Typically a person’s personal space will range from 1.5 to 3 feet (imagine a hula hoop) Personal space can include personal belongings such as backpacks, coats, and I-pods. Anxiety generally affects a person’s comfort zone Kinesics: Approach the student in a non-threatening manner Move slowly and deliberately Minimize body language Keep a reasonable distance Staff posturing (avoid leaning into students, point, and puffing up Verbal and Nonverbal Response: Facial expressions: avoid glaring, staring, eye rolls Avoid sarcasm-be genuine Tone should be calm, patient, and attentive Volume should be appropriate for the setting Cadence should be at an even rate and rhythm Sarcasm

Use non-confrontational limit-setting procedures. Step 1: Restate expectations in calm manner Step 2: Present the information as a choice Present the desired behavior and the consequence if he/she does not comply as a decision for the student to make Allow time for the student to decide Withdraw from the student, attend to other students or engage in some other task Step 3: Follow through and ignore low level negative statements and see them for what they are…face-saving remarks Paul Remember: Less is more when talking to the student. Return to your predetermined hierarchy

Steps 1-4: Emphasis on prevention and teaching Paul This model describes the escalated behavior pattern in 7 phases. Complete a review of the cycle pointing out that it is likely the teacher will need to deescalate and recover as well. Discuss what this will look like. Deescalation can take a long time for child and teacher Teacher needs recovery time as well Teacher needs to address the class at some point to remind expectations, safety. Emphasis “Time”…may not recover in the same day…kid needs space! Steps 1-4: Emphasis on prevention and teaching Steps 5-7: Emphasis on safety, crisis management, re-entry and follow-up procedures 24

Five Key Points Conflict is unavoidable and natural Conflict is manageable- You can do it! Intervene early and often for best results Pause- Often the most powerful response is no immediate response. Think- What predetermined step should occur next? Don’t take it personally Paul 25

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.” Paul/Karen 26