1. Managing The Cycle Of Acting Out Behavior
Gina Stamper
District Behavior Specialist
2016

2. Training Objectives Characteristics of an acting out student
An analysis of an acting out behavioral cycle
Strategies for managing each of the phases of the acting-out cycle
Verbally or non-verbally escalating

3. ACTIVITY Read the Four Approaches to Discipline handout
Determine which ‘color’ you feel most comfortable with
Go stand in that corner
Front of Room

4. Behavior Is… ANYTHING we SAY or DO:
Focus on what is observable rather than intentions
Can it pass the Dead Man Test
Caught up on “Well I know he was going to do so.” (Can’t see, hear, or taste) Dead man’s test.

5. Behavior Is… HOW WE REACT to our environment
We engage in behaviors because we have learned that a DESIRED OUTCOME occurs
Behavior is observable and measurable
Instead of chips, designer heels I would frequent the vending machine. Could be positive or negative.

6. Why Do We Do What We Do? To Get Something: To Get Away from Something:
attention, task/item/object, sensory
To Get Away from Something:
It is how we COMMUNICATE!
What does a baby do? When mad – do not talk to you.

7. What is Acting Out Behavior?

8. What is Acting Out Behavior?
Leaving area (classroom)
Leaving area (in class)
Physical Aggression
Verbal aggression
Physical aggression
Threats
Sexually inappropriate behavior
Vandalism
Property damage
Defiance/Non-compliance
Tantrums

9. Why isn’t anything working?
What works for one student may not work with another
We may sometimes accidently reinforce the wrong behavior - or make the behavior worse
We may be focused on the wrong end of the behavior (the consequence instead of the antecedent)
The ‘punishers’ we use may take away from valuable learning (increasing any skill deficits)
Bullet 3 – Think about what happened before
I want you to think about how can I impact or not?

10. What Does the Research Say?
Students who are regularly the object of punishment over time may show
A drop in positive attitude towards school
Poor attendance and work performance
A more negative perception of teachers
A more punitive manner when interacting with peers and adults
Martens and Meller, 1990
Rarely do students come saying they hate school – unless exposed.

11. What Does the Research Say?
Punishment is more often delivered to students of low SES, minority status, and students with exceptionalities (NCCRST)
Schools can accidentally create a culture of punishment
Not related to the FUNCTION of behavior
* Why? Multiple reasons, skill deficits.
Create a culture of punishment by being Sent home, One of your kids – not “ours”
Elaborate on not guessing what the function was

12. Usual Sequence of Consequences
Isolation of student in or out of class
Time for student to calm down
Interview/debriefing with student
Deliver consequences (detention, suspension, etc.)
*** Re-entry plan, restitution, apology***
Resume regular schedule
Didn’t address the behavior

13. Do any of these consequences address the behaviors leading up to the hitting?????

14. Behavior Chain
A behavior chain is a series of responses that occur in a sequence and are linked by learning cues - Any Examples?
The only behavior addressed is the behavior at the end of the chain
Behaviors at the beginning of the chain are not addressed- making them more likely to occur again in the future
Provide examples:
Getting a soda from machine
EX: Handwashing – hands dirty – sink – reach – touch handle of faucet – turn on faucet – faucet on – place hands in water – scrub hands = clean hands
EX: Opening a window due to stuffy room – window – reach – touch lock – open up lock – lock open – push window open = fresh air
Safe place
Release, cycle

15. What can we do about a chain?
Does the student have necessary prerequisite academic skills and/or social skills?
Recognize signs of agitation
Recognize the beginning of an escalating behavior chain

16. What are the behaviors of ‘agitated’?

17. Signs of Agitation Slouching Arms folded No eye contact Clenching
Tapping
Others?
We should recognize these signs and address them. Often times, just validating is enough
Neon sign – see better vs. small sign
Can ignore all of these but don’t ignore the person
Why do some tap – attention, could be many reasons. Some controls – no attention. Don’t give pencils until time to write
Why do some tap – attention, could be many reasons
Some controls – no attention
Don’t give pencils until time to write.

18. Behavior Chain Example
Physical Aggression
Verbal Aggression
Non-compliance
Intensity
Arguing
Questioning
Fidgeting
Time

19. What does the graph tell us…
Progressively more challenging bx
If we address the 1st behavior effectively we may break the chain
We don’t want to get in a
power struggle- we have to
change our behavior
Referencing the behavior chain graph on previous slide.
Who had control of their class?
Did you have hand over hand control?
Only have control of yourself - Why? Structure, expectations, relationships, motivations, etc.
Ability to manipulate the situation

20. Phases of Acting Out Behavior
Acceleration = anxiety
Peak – No going back
Recovery – relief, breath, awesome, sick
Let them know going to ride together

21. Phase 1: Calm Phase
Student Characteristics: on-task, following rules, responds well to praise, behavior is cooperative
Keep the rollercoaster in mind – refer to Busch Gardens – unless break down or get stuck
Compare to Ours – ability to get off and come back down
We love these kids. What if don’t open book – are they on task? Yes, auditory can be distracting
Everyone get book out and turn to page 18 – now getting into defiance

22. Phase 2: Triggers Things that set off the cycle of acting out behavior
The student may be engaged, but then a trigger occurs that sets the stage for acting out behavior - this is when we hear “it came out of the blue” or “there was no reason”
You do not want to get into a power struggle – you will lose
Are we going to take away learning from everyone or are we going to decide if that is the hill I die on.
So for the student opening the book. Ask to borrow their book to show and tell students to open to page “Oh wait, was it 19 or 18 – they may respond and simply say ok, here thanks.

23. Types of Triggers for Students
Conflicts
Consequences
Transitions
Non-preferred tasks or people
Changes in routine
Provocations
Pressure
Correction procedures
Home situations
Health problems
Nutrition needs
Inadequate sleep
Substance abuse
Peer groups
Others?
For some students you do not need candy or edibles, you can build intrinsic motivation so they want to do the right thing.
Set expectations
Treat students as you are a student, remind that you only have control over yourself

24. Phase Three: Agitation
Students display high levels of agitation as a function of their inability to control the triggers in phase 2
This phase can last a significant amount of time
Behavior is unfocused and distracted
Questions: What are some indicators that Mark has entered the Agitation Phase?
Are any of the other students in the room displaying signs of agitation?
Is there anything the teacher could have done to intervene at this phase of the cycle?

25. Characteristics of Agitation
Darting eyes
Busy hands
Moving in and out of groups
Pacing
Off task and on task cycle
Quick speech patterns
Staring into space
Veiled eyes
Non-conversational language
Contained hands
Withdrawal from groups
Complete shut down
Others?
Don’t have to address directly, differentiate

26. Phase 4: Acceleration
Behavior is directed and focused…usually directed at staff
Student tries to engage you (power struggle)
Usually leads to further negative interactions
Again, do not get caught up in power struggle you will lose!! They are arguing, refusing to do what is asked
Still doing without reinforcing with tangibles.
Questions
How did the teacher stop Mark’s progression through the acting-out cycle?
What did she do after stopping his inappropriate behavior?

27. Characteristics of Acceleration
Questioning and Arguing
Noncompliance
Defiance
Off task
Provocation of others
Tests limits
Criterion problems
Rule violation
Whining or crying
Avoidance or escape
Threats
Intimidation
Verbal abuse
Destruction of property
Others?

28. Phase 5: Peak
The most serious or intense behavior in the student’s repertoires
Serious disruption to the point where class can no longer continue
Safety of student and others may be compromised
Hopefully we will never have to deal with this phase if we use our skills.
Some students move quickly through the cycle and we can’t stop it quickly enough

29. Characteristics of the Peak Phase
Serious destruction of property
Physical attacks
Self-abuse
Severe tantrums
Running away
Cannot prevent it from happening at this point – have to deal with it

30. Phase 6: De-escalation
Marks the beginning of the student’s disengagement
Reduction in the intensity of behavior
Students still may not be cooperative to adult influence
This is a reintegration process

31. Phase 7: Recovery Student returns to non-agitated state
Returns to relatively normal state
Subdued behavior
Compliance
May be interested in busy work
Still may be reluctant to interact

32. Practice!
Phases:
Calm De-escalation
Trigger Recovery
Agitation
Acceleration
Peak

33. Let’s discuss strategies to help manage behavior at each stage

34. When to do what? On the way up…
Emphasis on teaching and prevention techniques

35. When to do what? On the way down…
emphasis on safety, crisis management, re-entry, follow up

36. Phase 1: Setting the Stage for Calm
Design appropriate physical space
Appropriate and well defined areas for independent work, group work, choice activity centers, storage/material area, teacher’s desk, notice board location, quiet area, flexible seating arrangements
Establishing a practical schedule
Schedule should be predictable
Establishing classroom expectations
Strong relationship between teacher expectations and student achievement
Must teach appropriate social behaviors through explaining, specify behaviors, practice, monitor, and review as needed
Establishing classroom routines
Develops self-management skills, provides opportunity to practice skills, promotes instructional efficiency, minimizes distractions
Managing instruction
If students are actively engaged in instruction, they have less time to misbehave. Use
effective teaching strategies, be sure work is not too easy or too difficult
Tier 1 interventions – for everyone - preventative

37. Phase 1

38. Phase 1- Secondary

39. Insert page 45

40. Managing Instruction Over plan…. Extension Activities
List 10 words from the lesson we just learned
Defend your position on..
How does this lesson apply to your everyday life?
How can you change this so it is correct?
Create a fair test question based on today’s lesson
Create a question about today’s lesson that will stump the whole class

41. Phase 2: Pre-correcting Triggers
Identify the trigger
Specify expected behavior
Modify the environment
Practice the behavior - regularly (bx drills)
Provide reinforcement
Prompt expected behavior
Monitor the plan
Help the student avoid or manage his/her triggers

42. Phase 1 & 2: Social Skills
Severe acting out behavior can seriously jeopardize the normal development of social skills
Social skills can be taught
Social skills are prerequisites for academic success
Teach social skills just like you would an academic skill using a research based program

43. Social Skills Programs
Second Step
Steps to Respect
Skillstreaming
I Can Problem Solve
Tough Kid Toolbox

44. Phase 3: Addressing Agitation
Help student (and staff) gain control
Implemented before behavior escalates
Timing is key
Teacher empathy is important
This is when the intervention by the teacher is most effective and most necessary

45. Phase 3: Addressing Agitation
Provide the student space
Provide assurance and additional time
Permit preferred activities
Use teacher proximity accordingly (close or distant- know the student!)
Offer Independent activities
The goal is to return the student to calm
It is important not to yell or lecture to add to growing tension

46. Phase 4: Rev’ing up your Engines
Don’t corner the student
Don’t power struggle
Don’t enter personal space
Don’t touch the student
Don’t argue
Others?
Stay calm
Be cautious of your body language
Be ‘respectful’
Detach
Others?
Cool things off and calm student
Think of it as a runaway train – you can either put on the brakes or add fuel to the engine through a power struggle
It is not a time to teach appropriate behavior. The hard part is letting go of the idea all behavior must be corrected, punished or dealt with immediately.

47. Phase 5: Falling off the Peak
Evacuate classroom
Minimize attention
Utilize Crisis Team
Safety is number one consideration
Some escalations will run their course - let a tantrum happen
Document all incidents where crisis procedures are used
Focus on safety, have a plan.
Teachers get scared – practice breathing, positive thoughts, calming beforehand. They need you to be in control.
Try calming with student.
The problem behavior is usually short lived if you don’t fuel.

48. Phase 6: Down the Escalator
Consistent transition plan
Don’t re-hash the event - set a forward moving goal
Use calming location
Engage student in independent work
Restitution/apologies
Determine consequences
Resume normal activities
Refocus class on what they need to be doing.

49. Phase 7: Recovering Responsibly
Review practiced Social Skills
Practice appropriate behavior (reward them for doing it)
Identify if original trigger is still present and address it
Provide focus to normal routines
Make sure that consequence addresses the function of bx - don’t negotiate
Teachable moment. Review what happened. Make a plan with student how to help them avoid, learn new behavior or use words to express self.

50. Wrapping it all Up Talk to your Table Mates 1 thing you learned
1 thing you liked
1 thing to share
1 thing that you’ll laugh about later

51. Before you Go
Thank your Table Mates for working so hard!
Thank You!

52. References
Colvin, G. (1993). Managing acting-out behavior. Eugene, OR: Behavior Associates.
The IRIS Center. (2005). Addressing disruptive and noncompliant behaviors (part 1): Understanding the acting-out cycle. Retrieved from
Any questions: Gina Stamper -