1. Managing Angry Kids
A Staff Development Program to Prevent and Manage Acting-Out Behavior
Adapted from Material by :
Geoff Colvin, Ph.D.
Malcolm Smith, Ph. D.
JKM Inc.

2. Interventions Book General Use of the Book
Managing the Cycle of Emotional Escalation pg

3. I should’ve called sooner.

4. Part One Model for describing the phases of acting-out behavior Acting-out behavior will be presented in terms of seven phases of behavior depicted in the graph below. Behavioral indicators will be described for each of the phases. The descriptions are generalizations or summaries of behavior from a large number of students over many years.
5. Peak
4. Acceleration
Intensity
6. De-escalation
3. Agitation
Trigger
Calm Recovery
Time

5. Intensity 5. Peak 4. Acceleration 6. De-escalation 3. Agitation
Trigger
Thinking Normal
Calm Recovery
Time

6. THREE COMMON TYPES OF ANGER
Expressive Anger
Passive Anger
Implosive Anger
Wants you to know about the anger
Doesn’t seem to care about consequences
Overt
Easy to recognize
Short episodes, not well thought out
In control of emotion, not of behavior
Needs to talk about what caused the anger
Anger is real, but not necessarily deep
Low to moderate skill level required
Anonymous or indirect expression of anger
Avoids consequences
Covert
Sneaky
Carefully plotted
In control of emotions and behavior
Needs to acknowledge the anger
Anger is deep and somewhat difficult to admit
Moderate skill level required
Hides anger inside
Wants consequences
Ambivalent
Inconsistent
Designed for self-destruction
Behavior dictated by out-of-control emotions
Doesn’t know he/she is angry
Anger if buried and very difficult to talk about
Professional skill level

7. Fear
Violence Anger

8. 5. Peak
4. Acceleration
Intensity De-escalation
3. Agitation
2. Trigger
1. Calm Recovery
Time
Phase One Calm 1. On Task 2. Follows rules and expectations 3. Responsive to praise 4. Initiates behavior 5. Goal oriented 6. Socially appropriate Overall Behavior Cooperative

9. 5. Peak
4. Acceleration
Intensity De-escalation
3. Agitation
2. Trigger
1. Calm Recovery
Time
Phase Two Trigger 1. Conflicts a. Denial of something they need b. Something negative is inflicted on them 2. Changes in routine 3. Provocations 4. Pressure 5. Interruptions 6. Ineffective problem solving 7. Errors 8. Corrections Overall Behavior Series of unresolved problems

10. 5. Peak
4. Acceleration
Intensity De-escalation
3. Agitation
2. Trigger
1. Calm Recovery
Time
Phase Three Agitation Increase or Decrease in Behavior Increase Decrease 1. Eyes dart Stares into space 2. Language non- Language subdued conversational 3. Busy hands Hands contained 4. In and out of groups Withdraws from groups 5. Off task/On task Off task “Frozen” Overall Behavior Unfocused

11. 5. Peak
4. Acceleration
Intensity De-escalation
3. Agitation
2. Trigger
1. Calm Recovery
Time
Phase Four Acceleration Questioning and arguing Non-compliance and defiance Off task Provoking students Compliance with accompanying inappropriate behaviors Criterion problems Whining and crying Avoidance and escape Threats and intimidation 10. Verbal abuse Overall Behavior Student displays engaging behaviors

12. 5. Peak
4. Acceleration
Intensity De-escalation
3. Agitation
2. Trigger
1. Calm Recovery
Time
Phase Five Peak Physical abuse Assault Self-abuse Severe tantrums Hyperventilation Screaming Running Violence Overall Behavior Student is out of control

13. 5. Peak
4. Acceleration
Intensity De-escalation
3. Agitation
2. Trigger
1. Calm Recovery
Time
Phase Six De-Escalation Confusion Reconciliation Withdrawal Denial Blaming others Sleeping Responsive to directions Responsive to manipulative or mechanical tasks Avoidance of discussion (unless there is occasion to blame others) Overall Behavior Student displays confusion

14. 5. Peak
4. Acceleration
Intensity De-escalation
3. Agitation
2. Trigger
1. Calm Recovery
Time
Phase Seven Recover Eagerness for Independent work or activity Subdued in group work Subdued in class work Defensive Avoidance of de-briefing Overall Behavior Eagerness for busy work and reluctance to discuss

15. Summary of Part One
There are seven phases of acting-out behavior. We need to be able to observe student behavior so as to identify which phase the student may be in. Most of the variability between students lies in the specific behaviors students may exhibit for a given phase and then how quickly they move through the phases.

16. Phase One-Calm Structure Quality Instruction Providing Attention
Preparation
Delivery of Instruction
Classroom Organization
Expectations
Management
Quality Instruction
“Teach them to learn and they will pay attention”
Providing Attention
Contingent Attention
Non-contingent Attention

17. Phase Two-Triggers Identify contexts that trigger escalation
Reteach Expectations
Modify the Context
Cue and Precorrect
Provide positive feedback when the student demonstrates the expected behavior
Monitor and Review

18. Phase Two-Triggers Formal strategies for problem-solving
Curricula
1:1 services from district resources
Services purchased from the community
Pre-Correction Plan
Context or predictable problem behavior
Expected or alternative behavior
Context adjustments or accommodations
Behavioral rehearsal
Strong reinforcement
Prompts
Monitoring plan

19. Individual Problem Solving Plan
Clearly identify the source of the problem
Identify possible solutions for the problem
Assist student in evaluation options and selecting one option
Discuss results and implication of the choice
Develop implementation plan, specify task and who is responsible for each
Develop criteria for success and
specify review date

20. Phase Three-Agitation
Basic Approach-
Make accommodations
Timing
Make accommodation before the onset of serious behavior – otherwise you may reinforce a chain of avoidance or escalation
Space
Provide the student with an opportunity to have some isolation from the rest of the class

21. Time Preferred Activities Teacher Proximity
Give the student some options with
deadlines
Preferred Activities
Allow the student to engage in a preferred task for a short time
Teacher Proximity
Stand near the student if possible or have student’s desk near the teacher’s– but back off if signs are apparent

22. Independent Activities
Independent activities where the
student needs a minimum of assistance
Movement Activities
Help set up materials, run an errand, etc.
Involve the student in the plan

23. Phase Four-Acceleration
Avoid escalating prompts
Agitated behavior from staff
Cornering the student
Power games, “getting in student’s face”
Touching or grabbing
Nagging
Making statements that may discredit the student in front of his/her peers “I appreciate the way you are ignoring…”
Engaging in arguing
Maintain calmness, respect and detachment

24. Utilize crisis prevention strategies
Establish a “bottom line” negative consequence
Delivery
Present the expected behavior and the bottom line consequence as a choice or decision
Allow some time for the student to decide
Withdraw from the student, attend to others or engage in some other task
Follow-up
De-brief
What was your behavior?
What was your concern or need?

25. What else could you have done that would have been acceptable and would have met your need?
What will you do next time this situation arises?
Remember!!!
If you inadvertently assist the student to escalate, do not be concerned as you’ll get another chance to do it right in the very near future!!!

26. Phase Five-Peak Short term interventions Precautions
Must address SAFETY First!!!
Isolation and removal of other students
Parent contact
Police call
Short term suspension
Restraint
Precautions
These are intrusive procedures!! It is critical that staff have developed a clear process for managing students at the peak of out-of-control behavior
School procedures

27. Long term interventions
Training for those who will use them
More than one staff member
Monitor carefully and prepare to offer an independent activity
Careful records should be kept
Parent permission through IEP
Long term interventions
Repeated instances should be a “red flag” for doing things differently
Plan to intervene earlier in the chain
Analyze the environment for escalating prompts
Assess school work
Refer for counseling
Refer for evaluation

28. Phase Six-De-Escalation
Isolate the student
Allow some time to cool down
Engage in independent work for
twenty minutes
Complete exit paperwork
Restore environment
Resume regular schedule

29. Phase Seven-Recovery Provide strong focus on normal routines
Do not negotiate on consequences for the serious behavior
Strongly acknowledge appropriate handling of situations similar to previous situation where student exhibited serious behavior
De-brief
Communicate expectation that the student can succeed with help
Establish a plan with specific
steps

30. The Profile of a Dangerous Educator
…believes that his job is not about relationships.
…believes that this is just a job, and when the school day is over, the work’s all done.
…believes that he/she can handle any situation alone.
…believes that, It was good enough for me, by golly, it oughta’ be good enough for them.”
…believes that all these kids need is a good whippin.’
…believes that what he/she does outside of here has no bearing.
…believes that anger shouldn’t be part of the curriculum.
…never makes time to just sit and listen.
…believes that these kids have no right to be mad.

31. …believes he/she can’t make a difference.
…believes that punishment is more effective than discipline.
…thinks you shouldn’t smile until Thanksgiving
…believes that morality and values should only be taught at home.
…sees the act, not the young person behind it.
…believes that strict adherence to the rules is the most important goal of any youth’s day.
…forgets that he/she is modeling.
…is a “structure monster.”
…constantly says “that isn’t in my job description.”
…doesn’t deal with his/her anger.
…believes that saying “I’m sorry” would be a bad message to give.
…never makes mistakes.
…never allows young people their mistakes.
…can’t wait for the day to end.

32. …believes that calling for help is a sign of weakness.
…believes he/she can handle any situation.
…never wonders what happened to the young people once they leave.
…never practices random acts of kindness or senseless acts of beauty.
…thinks his/her job is only to maintain order.
…has no boundaries.
…has no structure.
…makes promises he/she can’t keep.
…thinks these kids can’t be trusted.
…doesn’t understand that respect is a two-way street.
…has lost a sense of humor.
…doesn’t believe in a second chance.
…thinks it’s too late for these kids to learn something.
…is resistive to change.
…never takes time to care about his/her team members.