-
Responding to Non-Responders: Managing EscalationsColvin & Sugai, 1989
-
PURPOSEEnhance understanding & ways of escalating behavior sequencesUnderstandingBest practiceConsiderationsYour action planning
-
The MODELCALM
Chart3
0
0.25
0.5
0.75
1
2
4
8
12
16
13
9
7
5
3
1.5
0.5
0
0
Behavior Intensiy
Time
Behavior Intensity
Sheet1
0
0.25
0.5
0.75
1
2
4
8
12
16
13
9
7
5
3
1.5
0.5
0
0
Sheet1
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
Behavior Intensiy
Time
Behavior Intensity
Sheet2
Sheet3
-
1. CalmStudent is cooperative.Accepts corrective feedback.Follows directives.Sets personal goals.Ignores distractions.Accepts praise.
-
CalmIntervention is focused on prevention.Assess problem behaviorTriggersFunctionAcademic & behavioral learning historyArrange for high rates of successful academic & social engagements.Use positive reinforcement.Teach social skills.Problem solvingRelaxation strategySelf-managementCommunicate positive expectations.
-
The MODELTRIGGER
Chart3
0
0.25
0.5
0.75
1
2
4
8
12
16
13
9
7
5
3
1.5
0.5
0
0
Behavior Intensiy
Time
Behavior Intensity
Sheet1
0
0.25
0.5
0.75
1
2
4
8
12
16
13
9
7
5
3
1.5
0.5
0
0
Sheet1
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
Behavior Intensiy
Time
Behavior Intensity
Sheet2
Sheet3
-
2. TriggerStudent experiences a series of unresolved conflicts.Repeated failuresFrequent correctionsInterpersonal conflictsTimelinesLow rates of positive reinforcement
-
TriggerIntervention 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.
-
The MODELAGITATION
Chart3
0
0.25
0.5
0.75
1
2
4
8
12
16
13
9
7
5
3
1.5
0.5
0
0
Behavior Intensiy
Time
Behavior Intensity
Sheet1
0
0.25
0.5
0.75
1
2
4
8
12
16
13
9
7
5
3
1.5
0.5
0
0
Sheet1
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
Behavior Intensiy
Time
Behavior Intensity
Sheet2
Sheet3
-
3. AgitationStudent exhibits increase in unfocused behavior.Off-taskFrequent start/stop on tasksOut of seatTalking with othersSocial withdrawal
-
AgitationIntervention 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.
-
The MODELACCELERATION
Chart3
0
0.25
0.5
0.75
1
2
4
8
12
16
13
9
7
5
3
1.5
0.5
0
0
Behavior Intensiy
Time
Behavior Intensity
Sheet1
0
0.25
0.5
0.75
1
2
4
8
12
16
13
9
7
5
3
1.5
0.5
0
0
Sheet1
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
Behavior Intensiy
Time
Behavior Intensity
Sheet2
Sheet3
-
4. AccelerationStudent displays focused behavior.ProvocativeHigh intensityThreateningPersonal
-
AccelerationIntervention is focused on safety.
Remember:
Escalations & self-control are inversely related.
Escalation is likely to run its course.
-
AccelerationRemove all triggering & competing maintaining factors.Follow crisis prevention procedures.Establish & follow through with bottom line.Disengage from student.
-
The MODELPEAK
Chart3
0
0.25
0.5
0.75
1
2
4
8
12
16
13
9
7
5
3
1.5
0.5
0
0
Behavior Intensiy
Time
Behavior Intensity
Sheet1
0
0.25
0.5
0.75
1
2
4
8
12
16
13
9
7
5
3
1.5
0.5
0
0
Sheet1
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
Behavior Intensiy
Time
Behavior Intensity
Sheet2
Sheet3
-
5. PeakStudent is out of control & displays most severe problem behavior.Physical aggressionProperty destructionSelf-injuryEscape/social withdrawalHyperventilation
-
PeakIntervention is focused on safety.Procedures like acceleration phase, except focus is on crisis intervention
-
The MODELDECELERATION
Chart3
0
0.25
0.5
0.75
1
2
4
8
12
16
13
9
7
5
3
1.5
0.5
0
0
Behavior Intensiy
Time
Behavior Intensity
Sheet1
0
0.25
0.5
0.75
1
2
4
8
12
16
13
9
7
5
3
1.5
0.5
0
0
Sheet1
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
Behavior Intensiy
Time
Behavior Intensity
Sheet2
Sheet3
-
6. De-escalationStudent displays confusion but with decreases in severe behavior.Social withdrawalDenialBlaming othersMinimization of problem
-
De-escalationIntervention is focused on removing excess attention.Dont nag.Avoid blaming.Dont force apology.Consider function of problem behaviorEmphasize starting anew.
-
The MODELRECOVERY
Chart3
0
0.25
0.5
0.75
1
2
4
8
12
16
13
9
7
5
3
1.5
0.5
0
0
Behavior Intensiy
Time
Behavior Intensity
Sheet1
0
0.25
0.5
0.75
1
2
4
8
12
16
13
9
7
5
3
1.5
0.5
0
0
Sheet1
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
Behavior Intensiy
Time
Behavior Intensity
Sheet2
Sheet3
-
7. RecoveryStudent displays eagerness to engage in non-engagement activities.Attempts to correct problem.Unwillingness to participate in group activities.Social withdrawal & sleep.
-
RecoveryFollow through with consequences for problem behavior.Positively reinforce any displays of appropriate behavior.Intervention is focused on re-establishing routines activities.
-
RecoveryDebriefPurpose of debrief is to facilitate transition back to program.not further negative consequenceDebrief follows consequences for problem behavior.Goal is to increase more appropriate behavior.
-
RecoveryProblem 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?
-
THREE KEY STRATEGIESIdentify how to intervene early in an escalation.Identify environmental factors that can be manipulated.Identify replacement behaviors that can be taught & serve similar function.
-
FINAL THOUGHTGeoff 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.
*