Phases of the Acting-Out Cycle
Functional Divisions of the Cerebral Cortex   <ul><li>Cortical Area   Function </li></ul><ul><li>Prefrontal Cortex  Proble...
The Sources of Emotions <ul><li>Researchers believe that the frontal lobes and the amygdala are among the most important b...
THREE KEY STRATEGIES <ul><li>Identify how to intervene  early  in an escalation. </li></ul><ul><li>Identify  environmental...
The MODEL High Low Calm Peak De-escalation Recovery Acceleration Agitation Trigger
1. Calm <ul><li>Student is cooperative. </li></ul><ul><ul><li>Accepts corrective feedback. </li></ul></ul><ul><ul><li>Foll...
Calm <ul><li>Intervention is focused on prevention. </li></ul><ul><ul><li>Assess problem behavior </li></ul></ul><ul><ul><...
2. Trigger <ul><li>Student experiences a series of unresolved conflicts. </li></ul><ul><ul><li>Repeated failures </li></ul...
Trigger <ul><li>Intervention is focused on prevention & redirection. </li></ul><ul><ul><li>Consider function of problem be...
3. Agitation <ul><li>Student exhibits increase in unfocused behavior. </li></ul><ul><ul><li>Off-task </li></ul></ul><ul><u...
Agitation <ul><li>Intervention is focused on reducing anxiety. </li></ul><ul><ul><li>Consider function of problem behavior...
4. Acceleration <ul><li>Student displays focused behavior. </li></ul><ul><ul><li>Provocative </li></ul></ul><ul><ul><li>Hi...
Acceleration <ul><li>Intervention is focused on safety. </li></ul><ul><ul><li>Remember:  </li></ul></ul><ul><ul><ul><li>Es...
Acceleration <ul><ul><li>Remove all triggering & competing maintaining factors. </li></ul></ul><ul><ul><li>Follow crisis p...
5. Peak <ul><li>Student is out of control & displays most severe problem behavior. </li></ul><ul><ul><li>Physical aggressi...
Peak <ul><li>Intervention is focused on safety. </li></ul><ul><ul><li>Procedures like acceleration phase, except focus is ...
6. De-escalation <ul><li>Student displays confusion but with decreases in severe behavior. </li></ul><ul><ul><li>Social wi...
De-escalation <ul><li>Intervention is focused on removing excess attention. </li></ul><ul><ul><li>Don’t nag. </li></ul></u...
7. Recovery <ul><li>Student displays eagerness to engage in non-engagement activities. </li></ul><ul><ul><li>Attempts to c...
Recovery <ul><li>Follow through with consequences for problem behavior. </li></ul><ul><li>Positively reinforce any display...
Recovery <ul><li>Debrief </li></ul><ul><ul><li>Purpose of debrief is to facilitate transition back to program….not further...
Recovery <ul><li>Problem solving example: </li></ul><ul><ul><li>What did I do? </li></ul></ul><ul><ul><li>Why did I do it?...
The MODEL High Low Calm Peak De-escalation Recovery Acceleration Agitation Trigger
THREE KEY STRATEGIES <ul><li>Identify how to intervene  early  in an escalation. </li></ul><ul><li>Identify  environmental...
 
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Phases of the Acting Out Cycle MO SW-PBS SI 2008

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Phases of the Acting Out Cycle Presented at MO SW-PBS SI 2008 By Dr. Terry Bigby

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Phases of the Acting Out Cycle MO SW-PBS SI 2008

  1. 1. Phases of the Acting-Out Cycle
  2. 2. Functional Divisions of the Cerebral Cortex <ul><li>Cortical Area Function </li></ul><ul><li>Prefrontal Cortex Problem Solving, Emotion, Complex Thought </li></ul><ul><li>Motor Coordination of Association complex Cortex movement </li></ul><ul><li>Visual Complex Association processing of Area visual information </li></ul><ul><li>Wernicke’s Area Language Comprehension </li></ul><ul><li>Speech Center Speech production and Articulation </li></ul>
  3. 3. The Sources of Emotions <ul><li>Researchers believe that the frontal lobes and the amygdala are among the most important brain structures affecting emotions. </li></ul><ul><li>Feelings of happiness and pleasure are linked to the prefrontal cortex. </li></ul><ul><li>Anger, fear, sadness, and other negative emotions are linked to the amygdala. </li></ul>
  4. 4. THREE KEY STRATEGIES <ul><li>Identify how to intervene early in an escalation. </li></ul><ul><li>Identify environmental factors that can be manipulated. </li></ul><ul><li>Identify replacement behaviors that can be taught & serve similar function. </li></ul>
  5. 5. The MODEL High Low Calm Peak De-escalation Recovery Acceleration Agitation Trigger
  6. 6. 1. Calm <ul><li>Student is cooperative. </li></ul><ul><ul><li>Accepts corrective feedback. </li></ul></ul><ul><ul><li>Follows directives. </li></ul></ul><ul><ul><li>Sets personal goals. </li></ul></ul><ul><ul><li>Ignores distractions. </li></ul></ul><ul><ul><li>Accepts praise. </li></ul></ul>
  7. 7. Calm <ul><li>Intervention is focused on prevention. </li></ul><ul><ul><li>Assess problem behavior </li></ul></ul><ul><ul><ul><li>Triggers </li></ul></ul></ul><ul><ul><ul><li>Function </li></ul></ul></ul><ul><ul><ul><li>Academic & behavioral learning history </li></ul></ul></ul><ul><ul><li>Arrange for high rates of successful academic & social engagements. </li></ul></ul><ul><ul><li>Use positive reinforcement. </li></ul></ul><ul><ul><li>Teach social skills. </li></ul></ul><ul><ul><ul><li>Problem solving </li></ul></ul></ul><ul><ul><ul><li>Relaxation strategy </li></ul></ul></ul><ul><ul><ul><li>Self-management </li></ul></ul></ul><ul><ul><li>Communicate positive expectations. </li></ul></ul>
  8. 8. 2. Trigger <ul><li>Student experiences a series of unresolved conflicts. </li></ul><ul><ul><li>Repeated failures </li></ul></ul><ul><ul><li>Frequent corrections </li></ul></ul><ul><ul><li>Interpersonal conflicts </li></ul></ul><ul><ul><li>Timelines </li></ul></ul><ul><ul><li>Low rates of positive reinforcement </li></ul></ul>
  9. 9. Trigger <ul><li>Intervention is focused on prevention & redirection. </li></ul><ul><ul><li>Consider function of problem behavior in planning/implementing response. </li></ul></ul><ul><ul><li>Remove from or modify problem context. </li></ul></ul><ul><ul><li>Increase opportunities for success. </li></ul></ul><ul><ul><li>Reinforce what has been taught. </li></ul></ul>
  10. 10. 3. Agitation <ul><li>Student exhibits increase in unfocused behavior. </li></ul><ul><ul><li>Off-task </li></ul></ul><ul><ul><li>Frequent start/stop on tasks </li></ul></ul><ul><ul><li>Out of seat </li></ul></ul><ul><ul><li>Talking with others </li></ul></ul><ul><ul><li>Social withdrawal </li></ul></ul>
  11. 11. Agitation <ul><li>Intervention is focused on reducing anxiety. </li></ul><ul><ul><li>Consider function of problem behavior in planning/implementing response. </li></ul></ul><ul><ul><li>Make structural/environmental modifications. </li></ul></ul><ul><ul><li>Provide reasonable options & choices. </li></ul></ul><ul><ul><li>Involve in successful engagements. </li></ul></ul>
  12. 12. 4. Acceleration <ul><li>Student displays focused behavior. </li></ul><ul><ul><li>Provocative </li></ul></ul><ul><ul><li>High intensity </li></ul></ul><ul><ul><li>Threatening </li></ul></ul><ul><ul><li>Personal </li></ul></ul>
  13. 13. Acceleration <ul><li>Intervention is focused on safety. </li></ul><ul><ul><li>Remember: </li></ul></ul><ul><ul><ul><li>Escalations & self-control are inversely related. </li></ul></ul></ul><ul><ul><ul><li>Escalation is likely to run its course. </li></ul></ul></ul>
  14. 14. Acceleration <ul><ul><li>Remove all triggering & competing maintaining factors. </li></ul></ul><ul><ul><li>Follow crisis prevention procedures. </li></ul></ul><ul><ul><li>Establish & follow through with bottom line. </li></ul></ul><ul><ul><li>Disengage from student. </li></ul></ul>
  15. 15. 5. Peak <ul><li>Student is out of control & displays most severe problem behavior. </li></ul><ul><ul><li>Physical aggression </li></ul></ul><ul><ul><li>Property destruction </li></ul></ul><ul><ul><li>Self-injury </li></ul></ul><ul><ul><li>Escape/social withdrawal </li></ul></ul><ul><ul><li>Hyperventilation </li></ul></ul>
  16. 16. Peak <ul><li>Intervention is focused on safety. </li></ul><ul><ul><li>Procedures like acceleration phase, except focus is on crisis intervention </li></ul></ul>
  17. 17. 6. De-escalation <ul><li>Student displays confusion but with decreases in severe behavior. </li></ul><ul><ul><li>Social withdrawal </li></ul></ul><ul><ul><li>Denial </li></ul></ul><ul><ul><li>Blaming others </li></ul></ul><ul><ul><li>Minimization of problem </li></ul></ul>
  18. 18. De-escalation <ul><li>Intervention is focused on removing excess attention. </li></ul><ul><ul><li>Don’t nag. </li></ul></ul><ul><ul><li>Avoid blaming. </li></ul></ul><ul><ul><li>Don’t force apology. </li></ul></ul><ul><ul><li>Consider function of problem behavior </li></ul></ul><ul><ul><li>Emphasize starting anew. </li></ul></ul>
  19. 19. 7. Recovery <ul><li>Student displays eagerness to engage in non-engagement activities. </li></ul><ul><ul><li>Attempts to correct problem. </li></ul></ul><ul><ul><li>Unwillingness to participate in group activities. </li></ul></ul><ul><ul><li>Social withdrawal & sleep. </li></ul></ul>
  20. 20. Recovery <ul><li>Follow through with consequences for problem behavior. </li></ul><ul><li>Positively reinforce any displays of appropriate behavior. </li></ul><ul><li>Intervention is focused on re-establishing routines activities. </li></ul>
  21. 21. Recovery <ul><li>Debrief </li></ul><ul><ul><li>Purpose of debrief is to facilitate transition back to program….not further negative consequence </li></ul></ul><ul><ul><li>Debrief follows consequences for problem behavior. </li></ul></ul><ul><ul><li>Goal is to increase more appropriate behavior. </li></ul></ul>
  22. 22. Recovery <ul><li>Problem solving example: </li></ul><ul><ul><li>What did I do? </li></ul></ul><ul><ul><li>Why did I do it? </li></ul></ul><ul><ul><li>What could I have done instead? </li></ul></ul><ul><ul><li>What do I have to do next? </li></ul></ul><ul><ul><li>Can I do it? </li></ul></ul>
  23. 23. The MODEL High Low Calm Peak De-escalation Recovery Acceleration Agitation Trigger
  24. 24. THREE KEY STRATEGIES <ul><li>Identify how to intervene early in an escalation. </li></ul><ul><li>Identify environmental factors that can be manipulated. </li></ul><ul><li>Identify replacement behaviors that can be taught & serve similar function. </li></ul>

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