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Behavior - Prevention, Intervention, and De-Escalation Pt. 1

This document provides guidance on preventing, intervening in, and de-escalating problematic behaviors in the classroom. It discusses recognizing how a student's brain state can impact their actions and modeling calm responses. Specific intervention strategies are outlined, including meeting unmet needs through connection, teaching social skills, and using positive reinforcement to motivate improvement in focus and task completion. The overall message is that curriculum should teach emotional regulation and responses should focus on resolving the underlying issues driving misbehavior.

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Erika Peterson
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114 views14 pages

Behavior - Prevention, Intervention, and De-Escalation Pt. 1

This document provides guidance on preventing, intervening in, and de-escalating problematic behaviors in the classroom. It discusses recognizing how a student's brain state can impact their actions and modeling calm responses. Specific intervention strategies are outlined, including meeting unmet needs through connection, teaching social skills, and using positive reinforcement to motivate improvement in focus and task completion. The overall message is that curriculum should teach emotional regulation and responses should focus on resolving the underlying issues driving misbehavior.

Uploaded by

Erika Peterson
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PPTX, PDF, TXT or read online on Scribd
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BEHAVIOR:

PREVENTION,
INTERVENTION,
AND DE-
ESCALATION
Erika Peterson
District Intervention Coordinator & Behavior Interventionist
[email protected] 
(850)689-7434 Ext. 62292
SOURCES
Power Struggles by Allen and Brian Mendler

Managing the Cycle of Acting-Out Behavior in the Classroom by


Geoff Colvin & Terrance Scott
Conscious Discipline by Dr. Becky Bailey

“The Aggression Cycle: How to Manage Angry Classroom


Outbursts” by Jim Wright
"Behavior Intervention: 3 Lenses" by Sara (The Responsive Counselor)
We are learning to
Recognize the effect a person's
brain state (internal) has on
their actions and reactions
(external) to others.
THE
PURPOSE So that we can
Use the awareness of our own
state to diffuse situations,
respond calmy, and model
emotional regulation
OUR GUIDING
PRINCIPLES 
Adults first

Model what you expect

My state dictates your state

Behavior is communication
THE SCENARIO
Students were assigned their daily Name 2 emotions felt
bell ringer. I told Aiden to stop in this scenario and by
talking and to get started on his whom?
work. 
Does this warrant a
He shouted, "I'm not the only one
referral? Why or why
talking!" 
not?
I said, "You're the only one I hear." 
Now what?
He said, "Well you need to get your
ears checked because you can't
hear."
Survival State
Looks Like:  screaming, fighting,
hiding, surrender, physical
reactions

Feels Like: sweaty, tight chest,


racing pulse

Message:  Am I safe?
Emotional State
Looks Like:  back talk, sass,
yelling, verbal reactions
Feels Like: shaky, tingling in
hands, closed throat,

Message:  
Am I Connected/Loved? 
Things Aren’t Going My Way.
Executive State
Looks Like:  collaboration,
apologizing, assertive
Feels Like: light, clarity, cool
temperature, deep breaths

Message:  
What Can I Learn?
How we respond
A reaction may result in to the challenging moment
a positive or negative and what we do afterward can 
outcome whereas a strongly affect whether these 
response is engineered problems continue, get worse, or
to produce a positive or improve. 
negative outcome. 

The 90 Second Rule


Emotional triggers
activate chemical
changes in our body that
take at least 90 secs to
process.
•Is it an unmet basic
need?

Use a •Is it an underdeveloped


or missing social skill?

new •Is there a positive


reinforcer that can help
motivate? 
lens.
GET CURIOUS •Is it an academic issue?
ABOUT BEHAVIOR
NEEDS-BASED
INTERVENTIONS
Kennedy's Behavior:
- follows her teacher around and has
outbursts when she’s not called on. 
The Unmet Need
- connection/attention 
Intervention 
-Scheduled times throughout the day
where her teacher intentionally
connects with Kennedy in some way
(high five, praise, ask question, etc.)
so that Kennedy’s connection cup
stays filled.
SKILLS-BASED
INTERVENTIONS
Jabraylon's Behavior
- has verbal outbursts any time he is incorrect, or his
behavior is corrected
Lagging Skill
-Handling feelings when he's disappointed or
frustrated
Intervention
-Self-monitoring sheet for him to track his responses
after teaching, modeling, and practicing on what to
say when a teacher corrects behavior
-A visual cue or verbal reminder used by the teacher
to remind him before answering out loud
POSITIVE
REINFORCEMENT
INTERVENTIONS
Hope's Behavior
- Frequently talks to her friends rather than
completing her work 
Motivation Behind Behavior
-She wants to socialize with her friends
Intervention
Tier 1: Class gets rewarded for staying on task
during independent work with 5 minutes of
socializing at the end of class
Tier 2: Hope can move to sit with her friends
once she has worked for a set amount of time by
herself and has shown progress

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