Understanding Challenging Behavior
Amy Leishear, Elementary Behavior Specialist
aleishear@aacps.org
Aimee Meyer, Elementary Behavior Specialist
ammeyer@aacps.org
Terri Bednarik, Elementary Low Incidence Specialist
tbednarik@aacps.org
Session 1
AACPS
Division of Special Education
Para-educator Training Videos
Pre Assessment
 Name:
 School:
 Date:
1.
2.
3.
4.
5.
What do you think are the four levels of behavior that a
student may have?
What impact will adult response have on a child's behavior?
Why would a student question an adult?
Why should the adult develop a therapeutic rapport with
the student?
Why is it important to remain calm when a student is
losing control?
The Big Picture
 Identify the four levels of student behavior and
the corresponding staff attitudes and approaches
that are most appropriate at each level.
 Identify best practices for utilizing verbal
intervention strategies to address challenging
behavior.
An Integrated Experience
The concept that the behaviors and
attitudes of staff members have an impact
on the behaviors and attitudes of students
and vice versa….
Crisis Development Model
Crisis Development/Behavior Levels
1. Anxiety



Staff Attitudes/Approaches
1. Supportive
Proxemics (personal space)
Kinesics (body language)
Paraverbal Communication
Definitions
1. Anxiety: a noticeable increase or change in behavior (pacing, wringing of the hands, finger
drumming, etc…)
Supportive: an empathic, nonjudgmental approach attempting to alleviate anxiety.
Crisis Development Model
Crisis Development/Behavior Levels
1. Anxiety
2. Defensive
Staff Attitudes/Approaches
1. Supportive
2. Directive
Definitions
2.
Defensive: the beginning stage of loss of rationality. At this point an individual often
becomes belligerent and challenges authority
Directive: an approach in which staff members take control of potentially escalating
situation by setting limits
Crisis Development Model
Crisis Development/Behavior Levels
1. Anxiety
2. Defensive
3. Acting-Out Person
Staff Attitudes/Approaches
1. Supportive
2. Directive
3. Nonviolent Physical Crisis
Intervention
Definitions
3. Acting-Out Person: the total loss of control which often results in a physical acting-out
episode.
Nonviolent Physical Crisis Intervention: Safe, nonharmful control and restraint
techniques used to control an individual until he can regain control of his behavior: Used
only as a last resort, when an individual presents a danger to self or others.
Crisis Development Model
Crisis Development/Behavior Levels
1. Anxiety
2. Defensive
3. Acting-Out Person
4. Tension Reduction
Staff Attitudes/Approaches
1. Supportive
2. Directive
3. Nonviolent Physical Crisis
Intervention
4. Therapeutic Rapport
Definitions
4. Tension Reduction: decrease in physical and emotional energy which occurs after a
person has acted out, characterized by the regaining of rationality.
Therapeutic Rapport: an attempt to re-establish communication with an individual
who is experiencing Tension Reduction
Verbal Escalation Continuum
Defensive
1. Questioning
1. Questioning:
A. Information seeking
B. Challenging
Interventions
A. Rational response
B. Redirect/restate original direction (avoid a power struggle)
The CPI Verbal Escalation Continuum
Defensive
2. Refusal
1. Questioning
2. Refusal:
Slight loss of rationality/noncompliant
Interventions
*setting limits (choices and consequences) with follow through
* allow processing time
The CPI Verbal Escalation Continuum
3. Release
Defensive
2. Refusal
1. Questioning
3. Release:
Venting, letting off steam
Interventions
Allow them to vent and listen to what they have to say
The CPI Verbal Escalation Continuum
3. Release
4. Intimidation
Defensive
2. Refusal
1. Questioning
4. Intimidation:
Threatening self or others
Interventions
Take them seriously and seek assistance
The CPI Verbal Escalation Continuum
3. Release
4. Intimidation
Defensive
5. Tension Reduction
5. Tension Reduction:
Regained rationality; decrease in energy
Interventions
* Therapeutic rapport
* Document incident
2. Refusal
1. Questioning
Keys to Setting Limits
 Limits should be simple and clear
 Limits should be reasonable
 Limits should be enforceable
Verbal Intervention Tips and Techniques
Do
Don’t
• Stay calm
• Overreact
• Be supportive
• Threaten
• Monitor paraverbal
• Be judgmental
• Give choices/consequences
• Use sarcasm
• Avoid power struggle
• Invade personal space
• Redirect
• Make false promises
• Listen
• Give too many choices
• Be aware of kinesics/proxemics
Precipitating Factors: Internal and external causes for
acting out behavior that staff have little or no control over.
•Loss of power
•Displaced anger
•Fear
•Failure
•Physiological factors (lack of sleep, hunger)
•Psychological factors (mental illness, medication)
Rational Detachment: Staff maintains control of his or her
own behavior. Don’t take acting-out behavior personally.
* hobby
* someone to talk to
* exercise
* self-care
* social life
The Big Picture
 Identify the four levels of student behavior and
the corresponding staff attitudes and approaches
that are most appropriate at each level.
 Identify best practices for utilizing verbal
intervention strategies to address challenging
behavior.
AACPS
Division of Special Education
Para-educator Training Videos
Post Assessment
 Name:
 School:
 Date:
1.
2.
3.
4.
5.
Define the integrated experience.
List at leaste three behaviors that you may observe in a student when they are
becoming anxious.
What is the Crisis Development Model?
Communication when responding to challenging questions should be
________________________________________________________
________________________________________________________
Define Rational Detachment.