Managing Angry Kids
A Staff Development Program to Prevent and Manage
Acting-Out Behavior
Adapted from Material by :
Geoff Colvin, Ph.D.
Malcolm Smith, Ph. D.
JKM Inc.
I should’ve
called
sooner.
Part One
Model for describing the phases of acting-out behavior
Acting-out behavior will be presented in terms of seven phases of behavior depicted in the graph
below. Behavioral indicators will be described for each of the phases. The descriptions are
generalizations or summaries of behavior from a large number of students over many years.
5. Peak
4. Acceleration
Intensity
6. De-escalation
3. Agitation
2. Trigger
1.
Calm
7. Recovery
Time
5. Peak
4. Acceleration
Intensity
6. De-escalation
3. Agitation
2. Trigger
Thinking
1.
Normal
Calm
7. Recovery
Time
Fear
Violence
Anger
5. Peak
4. Acceleration
Intensity
6. De-escalation
3. Agitation
2. Trigger
1. Calm
Phase One --Calm
1.
2.
3.
4.
5.
6.
On Task
Follows rules and expectations
Responsive to praise
Initiates behavior
Goal oriented
Socially appropriate
Overall Behavior
Cooperative
7. Recovery
Time
5. Peak
4. Acceleration
Intensity
6. De-escalation
3. Agitation
Phase Two---
2. Trigger
1. Calm
Trigger
1. Conflicts
a. Denial of something they need
b. Something negative is inflicted on them
2. Changes in routine
3. Provocations
4. Pressure
5. Interruptions
6. Ineffective problem solving
7. Errors
8. Corrections
Overall Behavior
Series of unresolved problems
7. Recovery
Time
5. Peak
4. Acceleration
Intensity
6. De-escalation
3. Agitation
Phase Three---
2. Trigger
1. Calm
Time
Agitation
Increase or Decrease in Behavior
Increase
Decrease
1. Eyes dart
Stares into space
2. Language nonLanguage subdued
conversational
3. Busy hands
Hands contained
4. In and out of groups
Withdraws from groups
5. Off task/On task
Off task “Frozen”
Overall Behavior
Unfocused
7. Recovery
5. Peak
4. Acceleration
Intensity
6. De-escalation
3. Agitation
Phase Four---
2. Trigger
1. Calm
Acceleration
Time
1. Questioning and arguing
2. Non-compliance and defiance
3. Off task
4. Provoking students
5. Compliance with accompanying inappropriate behaviors
6. Criterion problems
7. Whining and crying
8. Avoidance and escape
9. Threats and intimidation
10. Verbal abuse
Overall Behavior
Student displays engaging behaviors
7. Recovery
5. Peak
4. Acceleration
Intensity
6. De-escalation
3. Agitation
Phase Five--1.
2.
3.
4.
5.
6.
7.
8.
2. Trigger
1. Calm
Peak
Physical abuse
Assault
Self-abuse
Severe tantrums
Hyperventilation
Screaming
Running
Violence
Overall Behavior
Student is out of control
7. Recovery
Time
5. Peak
4. Acceleration
Intensity
6. De-escalation
3. Agitation
Phase Six--1.
2.
3.
4.
5.
6.
7.
8.
9.
2. Trigger
1. Calm
De-Escalation
Time
Confusion
Reconciliation
Withdrawal
Denial
Blaming others
Sleeping
Responsive to directions
Responsive to manipulative or mechanical tasks
Avoidance of discussion (unless there is occasion to
blame others)
Overall Behavior
Student displays confusion
7. Recovery
5. Peak
4. Acceleration
Intensity
6. De-escalation
3. Agitation
2. Trigger
1. Calm
Phase Seven--1.
2.
3.
4.
5.
7. Recovery
Time
Recover
Eagerness for Independent work or activity
Subdued in group work
Subdued in class work
Defensive
Avoidance of de-briefing
Overall Behavior
Eagerness for busy work and reluctance to discuss
Summary of Part One
There are seven phases of acting-out
behavior. We need to be able to
observe student behavior so as to
identify which phase the student may
be in. Most of the variability between
students lies in the specific behaviors
students may exhibit for a given
phase and then how quickly they
move through the phases.
Phase One-Calm
1. Structure
a.
b.
c.
d.
e.
Preparation
Delivery of Instruction
Classroom Organization
Expectations
Management
2. Quality Instruction
a. “Teach them to learn and they will pay
attention”
3. Providing Attention
a. Contingent Attention
b. Non-contingent Attention
Phase Two-Triggers
•
•
•
•
•
Identify contexts that trigger escalation
Reteach Expectations
Modify the Context
Cue and Precorrect
Provide positive feedback when the
student demonstrates the expected
behavior
• Monitor and Review
Phase Two-Triggers
1.
Formal strategies for problem-solving
a.
b.
c.
2.
Curricula
1:1 services from district resources
Services purchased from the community
Pre-Correction Plan
a.
b.
c.
d.
e.
f.
g.
Context or predictable problem behavior
Expected or alternative behavior
Context adjustments or accommodations
Behavioral rehearsal
Strong reinforcement
Prompts
Monitoring plan
3. Individual Problem Solving Plan
a. Clearly identify the source of the problem
b. Identify possible solutions for the problem
c. Assist student in evaluation options and
selecting one option
d. Discuss results and implication of the
choice
e. Develop implementation plan, specify task
and who is responsible for each
f. Develop criteria for success and
specify review date
Phase Three-Agitation
1.
Basic ApproachMake accommodations
2.
Timing
Make accommodation before the onset of serious
behavior – otherwise you may reinforce a chain of
avoidance or escalation
3.
Space
Provide the student with an opportunity to have some
isolation from the rest of the class
4. Time
Give the student some options with
deadlines
5. Preferred Activities
Allow the student to engage in a preferred task
for a short time
6. Teacher Proximity
Stand near the student if possible or have
student’s desk near the teacher’s– but back
off if signs are apparent
7. Independent Activities
Independent activities where the
student needs a minimum of assistance
8. Movement Activities
Help set up materials, run an errand, etc.
9. Involve the student in the plan
Phase Four-Acceleration
1. Avoid escalating prompts
a.
b.
c.
d.
e.
f.
Agitated behavior from staff
Cornering the student
Power games, “getting in student’s face”
Touching or grabbing
Nagging
Making statements that may discredit the
student in front of his/her peers “I
appreciate the way you are ignoring…”
g. Engaging in arguing
2. Maintain calmness, respect and
detachment
3. Utilize crisis prevention strategies
a. Establish a “bottom line” negative
consequence
b. Delivery
i.
Present the expected behavior and the bottom line
consequence as a choice or decision
ii. Allow some time for the student to decide
iii. Withdraw from the student, attend to others or
engage in some other task
c. Follow-up
4. De-brief
What was your behavior?
What was your concern or need?
What else could you have done that
would have been acceptable and
would have met your need?
What will you do next time this
situation arises?
Remember!!!
If you inadvertently assist the student
to escalate, do not be concerned as
you’ll get another chance to do it
right in the very near future!!!
Phase Five-Peak
1.
Short term interventions
Must address SAFETY First!!!
a. Isolation and removal of other students
b. Parent contact
c. Police call
d. Short term suspension
e. Restraint
2.
Precautions
These are intrusive procedures!! It is critical that staff have
developed a clear process for managing students at the
peak of out-of-control behavior
a. School procedures
b.
c.
d.
e.
f.
3.
Training for those who will use them
More than one staff member
Monitor carefully and prepare to offer an independent
activity
Careful records should be kept
Parent permission through IEP
Long term interventions
Repeated instances should be a “red flag” for doing things
differently
a. Plan to intervene earlier in the chain
b. Analyze the environment for escalating prompts
c. Assess school work
d. Refer for counseling
e. Refer for evaluation
Phase Six-De-Escalation
1. Isolate the student
2. Allow some time to cool down
3. Engage in independent work for
twenty minutes
4. Complete exit paperwork
5. Restore environment
6. Resume regular schedule
Phase Seven-Recovery
1. Provide strong focus on normal routines
2. Do not negotiate on consequences for the
serious behavior
3. Strongly acknowledge appropriate handling
of situations similar to previous situation
where student exhibited serious behavior
4. De-brief
5. Communicate expectation that the student
can succeed with help
6. Establish a plan with specific
steps
The Profile of a Dangerous Educator
A dangerous educator
è …believes that his job is not about relationships.
è …believes that this is just a job, and when the school day is over, the
work’s all done.
è …believes that he/she can handle any situation alone.
è …believes that, It was good enough for me, by golly, it oughta’ be good
enough for them.”
è …believes that all these kids need is a good whippin.’
è …believes that what he/she does outside of here has no bearing.
è …believes that anger shouldn’t be part of the curriculum.
è …never makes time to just sit and listen.
è …believes that these kids have no right to be mad.
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…believes he/she can’t make a difference.
…believes that punishment is more effective than discipline.
…thinks you shouldn’t smile until Thanksgiving
…believes that morality and values should only be taught at
home.
…sees the act, not the young person behind it.
…believes that strict adherence to the rules is the most
important goal of any youth’s day.
…forgets that he/she is modeling.
…is a “structure monster.”
…constantly says “that isn’t in my job description.”
…doesn’t deal with his/her anger.
…believes that saying “I’m sorry” would be a bad message to
give.
…never makes mistakes.
…never allows young people their mistakes.
…can’t wait for the day to end.
è …believes that calling for help is a sign of weakness.
è …believes he/she can handle any situation.
è …never wonders what happened to the young people once they
leave.
è …never practices random acts of kindness or senseless acts of
beauty.
è …thinks his/her job is only to maintain order.
è …has no boundaries.
è …has no structure.
è …makes promises he/she can’t keep.
è …thinks these kids can’t be trusted.
è …doesn’t understand that respect is a two-way street.
è …has lost a sense of humor.
è …doesn’t believe in a second chance.
è …thinks it’s too late for these kids to learn something.
è …is resistive to change.
è …never takes time to care about his/her team members.