1. 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

2. 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

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

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

5. 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.

6. 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”

7. 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

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

9. 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

10. 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.

11. Paul

12. 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

13. 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?

15. 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

16. 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

17. 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

18. Karen
Goal is to prevent this phase!!!

19. 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

20. 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

21. 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. 21

22. 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

23. 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

24. 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

25. 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

26. 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