The Escalation Cycle
Interventions and Strategies
for
Students
The Escalation Cycle
Be havior Inte ns ity
High
Low
Peak
Acceleration
Deescalation
Agitation
Trigger
Recovery
Calm
Time
Functions of Behavior
Calm Phase
 Access problem behavior. (Triggers, function and
history)
 Arrange of high rate of social and academic
success.
 Positive reinforcement
 positive expectations
 Social Skill Development relaxation, self management, problem solving
Triggers
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Repeated failures
Frequent corrections
Interpersonal conflicts
Time lines
Low rate of positive reinforcement
Community based stressors
 i.e. Poverty, home based conflict
Interventions for Triggers:
Prevention and Redirection
 Function of the problem behavior- what need is
the student trying to get met?
 Reinstate in positive terms
 Focus on positive choices made by student.
 Remove or modify the problem- reframing
 Increase opportunities for success
 Reinforce calming strategies
Agitation
 Student exhibits unfocused or disorganized
behaviors
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Off task
Out of seat
Talking or blurting out
Social withdrawal
Increased anxiety
Interventions for Agitation
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Consider the function of the problem behavior
Make structural or environmental modifications
Provide options and choices
Involve in successful engagement
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Parallel activities
Replacement behaviors
Quiet space
Thinking/ processing time
Acceleration and Peak Phases:
primary focus on safety
 Student displays a high intensity of
behaviors
 Threatening
 Verbal aggression
 Highly disruptive behaviors such as banging,
yelling, destroying property, running
 Student has sense of lack of control over
immediate circumstance and outcome
Interventions for Acceleration
and Peak Phase
 Remove all triggers if possible
 Disengage from power struggles or verbal
arguments
 If appropriate, follow crisis intervention
procedure
 Provide alternative setting for de-escalation
 Refrain from using excessive language for
communication
De-escalation
 Student may appear confused but behaviors
are within the student’s control.
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Social withdrawal
Denial
Blaming
Minimization of the problem
Shame and/or sense of humiliation
Need for physical space
De-escalation Interventions
 Intervention is focused on removing excess
attention.
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Emphasis on starting anew
Don’t force apology
Avoid blaming or focus on peak behaviors
Focus on student’s ability to cope and refocus
on positive change
 Allow for use of calming behaviors
The Recovery Phase
 Student may require space from group activity.
 Student may display eagerness to engage in
replacement behaviors or activities.
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Attempts to correct the problem
Social withdrawal and sleep
Refusal to engage verbally
Need for acceptance back into classroom setting.
The Recovery Process
 Debriefing facilitates transition back to the
classroom without further negative
consequences
 Consequences should be established prior to
debriefing
 The goal is to increase more appropriate
behavior
Strategies for Dealing with Anger
for Students and Teachers
 Take deep breaths
 Think of consequences
 Use self talk