Being able to intervene appropriately in behavior depends on understanding the topography of the behavior, identifying where in the cycle the student’s behavior falls and what can be done during that phase.
During the CALM stage, the student is cooperative and able to accept feedback, follow directions and accept praise. Intervention during this phase is focused on prevention. During this time, new skills and strategies for self-management can be taught, positive expectations can be communicated, and the instructor should arrange the environment to allow the student to experience success in academic and social situations.
At the TRIGGER stage, the student experiences a series of problems or stress such as repeated failure, frequent corrective feedback, interpersonal conflicts or perception of overload. Intervention at this point is focused on prevention and redirection. The instructor should remove from or modify problem context, increase opportunities for success and reinforce what has been taught.
The AGITATION phase is the period in which the student increasingly demonstrates unfocused behaviors such as off-task, out of seat, social engagement or withdrawal. Focusing on reducing anxiety through modifications in structure or environment, providing reasonable choices or options, and providing successful engagements are appropriate interventions at this stage.
ACCELERATION is characterized by an increase in focused behavior that may be provocative, high intensity, threatening or personal. Keeping in mind that escalation is unlikely to be stopped and that self-control during this stage is extremely low, the instructor should attempt to remove all triggering and maintaining factors, engage in crisis prevention procedures, and disengage from the student. It is important for the instructor to establish and enforce the bottom line.
The student is out of control and displays severe problem behavior at the PEAK stage of the behavior cycle. This may include physical aggression, property destruction, self-injury, escape/social withdrawal, or other physical symptoms. The procedures engaged in during the acceleration stage should be continued except the focus is on safety and crisis intervention.
DE-ESCALATION is signaled by the decrease in severe behavior and a display of confusion by the student. During this part of the cycle, the student may display social withdrawal, denial, blaming of others or minimization of the problem. Intervention at this phase should be focused on removing excess attention. The instructor may accomplish this by emphasizing starting anew, avoiding blame. Nagging or attempting to force an apology are ineffective and inappropriate strategies.
During the RECOVERY part of the behavior cycle, the student attempts to correct the problem, but is not ready to participate in group activities. Social withdrawal and sleep are examples of the type of non-engagement activities the student is likely to seek. It is at this point the teacher should follow through with the consequences for the behavior, positively reinforce appropriate behavior, and focus on re-establishing routine activities.
The RECOVERY stage is the opportunity to teach problem-solving strategies to attempt to increase appropriate behavior and facilitate transition back to learning. Colvin and Sugai call this the DEBRIEFING. Questions such as the following should be discussed with the student:
- 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 STRATEGIES FOR BEHAVIOR INTERVENTION
- Identify how to intervene early in an escalation
- Identify environmental factors that can be manipulated
- Identify replacement behaviors that can be taught