The MODEL

1
The MODEL
High
Peak
Acceleration
De-escalation
Agitation
Trigger
Calm
Recovery
Low
2
CALM

• Behaviors include
• a. Maintain on task behavior
• b. Following Rules and expections
• c. Responding to praise
• d. Initiating appropriate behavior
• e. Responding to goals and success

3
Proactive Strategies to Maintain CALM

• Establish a practical schedule
• Establish classroom expectations
• Establish classroom routines
• OVERALL.
• Behavior is cooperative and acceptable.

4
Triggers(school based)

• Conflicts
• Changes in rountine
• Peer provocations
• Pressure

• Ineffective Problem solving
• Facing errors during instructions
• Facing correction procedures

5
Triggers(nonschool-based)

• High Needs Homes
• Health Problems
• Nutrition needs
• Inadequate Sleep

• Dual Diagnosis
• Substance abuse
• Gangs and deviant peer groups

6
TRIGGERS(precorrection steps)

• Identifying the context(trigger) and the
  predictable problem behavior
• Specifying expected behaviors
• Systematically modifying the context
• Conducting behavior rehearsals

• Providing strong reinforcement for occurrences of
  expected behaviors
• Prompting expected behaviors
• Monitoring the plan

7
TRIGGERS

• Overall behavior involves a series of unresolved
  problems.

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AGITATION

• Increases in behaviors
• Darting eyes
• Busy hands
• Moving in and out of groups
• Off-Task and on-task cycle

9
AGITATION

• Decreases in Behavior
• Staring into space
• Veiled Eyes
• Non-conversational Language

10
Calming Strategies During Agitation Stage

• Teacher Empathy
• Assisting the student to focus on task
• Providing Space
• Providing Assurances and Additional Time
• Permit Preferred Activities

• Teacher Proximity
• Independent Activities
• Passive Activities
• Movement Activities
• Student Self-Management Where Appropriate

11
Two Possible Problems to Strategies

• 1.) The Question of Fairness
• 2.) The Potential Issue of Task Avoidance

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AGITATION

• OVERALL.
• Behavior is unfocused and distracted.

13
ACCELERATION

• Questioning and Arguing
• Noncompliance
• Off Task Behavior
• Provocation of Others
• Compliance w/ Accompanying inappropriate behavior
• Criterion Problems (testing limits)

• Rule Violation
• Whining and Crying
• Avoidance and Escape
• Threats and Intimidation
• Verbal Abuse
• Destruction of Property

14
ACCELERATION

• Overall Behavior is staff engaging leading to
  further negative interactions.

15
PEAK

• BEHAVIOR OUT OF CONTROL
• SAFETY, SAFETY, SAFETY, SAFETY, SAFETY, SAFETY

16
DE-ESCALATION

• Confusion
• Reconciliation
• Withdrawal
• Denial
• Blaming others
• Responsiveness to Direction

• Responsibeness to Manipulative or Mechanical
  Tasks
• Avoidance of Discussion
• Avoidance of Debriefing

17
DE-ESCALATION

• Overall behavior shows confusion and/or lack of
  focus.

18
Recovery

• Subdued Behavior in Group Work
• Subdued Behavior in Class discussions
• Eagerness for Independent Work/Activity
• Defensive Behavior

19
RECOVERY

• Overall behavior shows an eagerness for busy work
  and reluctance to interact.

20
FINAL THOUGHT

• Geoff Colvin (1989)
• It is always important to remember that if you
  inadvertently assist the student to escalate, do
  not be concerned you will get another chance to
  do it right the next time around.