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Appropriate responses to the seven phases of the escalation cycle

Managing the cycle of acting-out behavior in the classroom (Colvin, 2004)

Phase 1: Calm

Classroom structure and quality instruction

  • Supervise, reduce distractions, and provide quiet space.
  • Establish and teach clear expectations and acknowledge and praise compliance.
  • Establish routines to decrease downtime and disruptions.
  • Plan ahead for starter activities, transitions, and entry and exit routines.

Phase 2: Triggers

  • Identify the situation where the behavior is likely to occur.
  • Use pre-correction to teach appropriate response. Rehearse the expectations, prompt or remind students as needed, provide specific praise and reinforcement.
  • Work with all staff and faculty to teach and reinforce social skills.
  • School and non-­school triggers -­ Group social skills, anger management, community services.

Phase 3: Agitation

  • Show empathy: recognize the student’s problem and communicate concern.
  • Redirect and help the student become engaged in activity, lesson or task (passive or movement).
  • Provide choices.
  • Provide space in a quiet area or allow students to disengage briefly or put their heads down.
  • Use proximity or brief interactions; show acceptance.

Phase 4: Acceleration

  • Pause and assess ­‐ “Is this an emergency situation?”
  • Avoid escalating the student’s behavior.
  • Pausing rather than responding immediately shows students that while they may be out of control, staff are calm and controlled.
  • Use a calm but serious tone.
  • If the situation escalates, withdraw and follow school procedures for emergency situations.

Phase 5: Peak

  • Focus on student and staff safety.
  • Notify necessary staff of situations and provide directions for response.
  • If needed, evacuate others.
  • Contact appropriate assistance.
  • If an ESI was used - Notify parents, document, debrief and learn from it.

Phase 6: De-escalation

  • Monitory for health and safety.
  • Once escalation is over, allow student space to calm down, under supervision.
  • Avoid blaming - provide opportunity for non-­judgmental discussion.
  • Provide independent work that is fairly easy to complete to help regain focus.
  • Debrief and document the incident to provide data for ongoing planning for safety.

Phase 7: Recovery

  • Help student return to normal activities and engage in learning.
  • Continue with planned consequence and do not discuss or negotiate.
  • Acknowledge cooperative and appropriate behavior.
  • Encourage and support student in changing problem behavior.

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