Managing Angry KidsA Staff Development Program to Prevent and Manage

Acting-Out BehaviorAdapted from Material by :

Geoff Colvin, Ph.D.Malcolm Smith, Ph. D.

JKM Inc.

I should’ve called sooner.

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

2. Trigger

1. Calm 7. Recovery

Time

5. Peak

4. Acceleration

Intensity 6. De-

escalation 3. Agitation

2. TriggerThinking Normal

1. Calm 7. Recovery

Time

Fear

Violence Anger

5. Peak

4. Acceleration

Intensity 6. De-escalation

3. Agitation

2. Trigger

1. Calm 7. Recovery

TimePhase One ---

Calm

1. On Task2. Follows rules and expectations3. Responsive to praise4. Initiates behavior5. Goal oriented6. Socially appropriate

Overall BehaviorCooperative

5. Peak

4. Acceleration

Intensity 6. De-escalation

3. Agitation

2. Trigger

1. Calm 7. Recovery

Time

Phase Two---

Trigger

1. Conflicts a. Denial of something they need b. Something negative is inflicted on them2. Changes in routine3. Provocations4. Pressure5. Interruptions6. Ineffective problem solving7. Errors8. Corrections

Overall BehaviorSeries of unresolved problems

5. Peak

4. Acceleration

Intensity 6. De-escalation

3. Agitation

2. Trigger

1. Calm 7. Recovery

Time

Phase Three---

Agitation Increase or Decrease in Behavior

Increase Decrease1. Eyes dart Stares into space2. Language non- Language subdued conversational3. Busy hands Hands contained4. In and out of groups Withdraws from groups5. Off task/On task Off task “Frozen”

Overall BehaviorUnfocused

5. Peak

4. Acceleration

Intensity 6. De-escalation

3. Agitation

2. Trigger

1. Calm 7. Recovery

Time

Phase Four---

Acceleration 1. Questioning and arguing 2. Non-compliance and defiance 3. Off task 4. Provoking students 5. Compliance with accompanying inappropriate behaviors 6. Criterion problems 7. Whining and crying 8. Avoidance and escape 9. Threats and intimidation10. Verbal abuse

Overall BehaviorStudent displays engaging behaviors

5. Peak

4. Acceleration

Intensity 6. De-escalation

3. Agitation

2. Trigger

1. Calm 7. Recovery

Time

Phase Five---

Peak 1. Physical abuse 2. Assault 3. Self-abuse 4. Severe tantrums 5. Hyperventilation 6. Screaming 7. Running 8. Violence

Overall BehaviorStudent is out of control

5. Peak

4. Acceleration

Intensity 6. De-escalation

3. Agitation

2. Trigger

1. Calm 7. Recovery

Time

Phase Six---

De-Escalation 1. Confusion 2. Reconciliation 3. Withdrawal 4. Denial 5. Blaming others 6. Sleeping 7. Responsive to directions 8. Responsive to manipulative or mechanical tasks 9. Avoidance of discussion (unless there is occasion to

blame others)

Overall BehaviorStudent displays confusion

5. Peak

4. Acceleration

Intensity 6. De-escalation

3. Agitation

2. Trigger

1. Calm 7. Recovery

TimePhase Seven---

Recover 1. Eagerness for Independent work or activity 2. Subdued in group work 3. Subdued in class work 4. Defensive 5. Avoidance of de-briefing

Overall BehaviorEagerness for busy work and reluctance to discuss

Summary of Part OneThere 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.

Phase One-Calm1. Structure

a. Preparationb. Delivery of Instructionc. Classroom Organizationd. Expectationse. Management

2. Quality Instructiona. “Teach them to learn and they will pay

attention”3. Providing Attention

a. Contingent Attentionb. Non-contingent Attention

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

Phase Two-Triggers

1. Formal strategies for problem-solvinga. Curriculab. 1:1 services from district resourcesc. Services purchased from the community

2. Pre-Correction Plana. Context or predictable problem behaviorb. Expected or alternative behaviorc. Context adjustments or accommodationsd. Behavioral rehearsale. Strong reinforcementf. Promptsg. Monitoring plan

3. Individual Problem Solving Plana. Clearly identify the source of the problem

b. Identify possible solutions for the problem

c. Assist student in evaluation options and selecting one option

d. Discuss results and implication of the choice

e. Develop implementation plan, specify task and who is responsible for each

f. Develop criteria for success and

specify review date

Phase Three-Agitation

1. Basic Approach- Make accommodations

2. Timing Make accommodation before the onset of serious

behavior – otherwise you may reinforce a chain of avoidance or escalation

3. Space Provide the student with an opportunity to have some

isolation from the rest of the class

4. Time Give the student some options with deadlines

5. Preferred Activities Allow the student to engage in a preferred task

for a short time

6. Teacher Proximity Stand near the student if possible or have

student’s desk near the teacher’s– but back off if signs are apparent

7. Independent Activities Independent activities where the student needs a minimum of assistance

8. Movement Activities Help set up materials, run an errand, etc.

9. Involve the student in the plan

Phase Four-Acceleration1. Avoid escalating prompts

a. Agitated behavior from staffb. Cornering the studentc. Power games, “getting in student’s face”d. Touching or grabbinge. Naggingf. Making statements that may discredit the

student in front of his/her peers “I appreciate the way you are ignoring…”

g. Engaging in arguing

2. Maintain calmness, respect and detachment

3. Utilize crisis prevention strategiesa. Establish a “bottom line” negative

consequenceb. Delivery

i. Present the expected behavior and the bottom line consequence as a choice or decision

ii. Allow some time for the student to decideiii. Withdraw from the student, attend to others or

engage in some other task

c. Follow-up

4. De-briefWhat was your behavior?What was your concern or need?

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!!!

Phase Five-Peak1. Short term interventions

Must address SAFETY First!!!

a. Isolation and removal of other students

b. Parent contact

c. Police call

d. Short term suspension

e. Restraint

2. 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

a. School procedures

b. Training for those who will use them

c. More than one staff member

d. Monitor carefully and prepare to offer an independent activity

e. Careful records should be kept

f. Parent permission through IEP

3. Long term interventionsRepeated instances should be a “red flag” for doing things

differently

a. Plan to intervene earlier in the chain

b. Analyze the environment for escalating prompts

c. Assess school work

d. Refer for counseling

e. Refer for evaluation

Phase Six-De-Escalation1. Isolate the student

2. Allow some time to cool down

3. Engage in independent work for

twenty minutes

4. Complete exit paperwork

5. Restore environment

6. Resume regular schedule

Phase Seven-Recovery1. Provide strong focus on normal routines2. Do not negotiate on consequences for the

serious behavior3. Strongly acknowledge appropriate handling

of situations similar to previous situation where student exhibited serious behavior

4. De-brief5. Communicate expectation that the student

can succeed with help6. Establish a plan with specific

steps

The Profile of a Dangerous EducatorA 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.

…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.

…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.