how to de-escalate aggressive behaviors

1. How to De-Escalate Aggressive Behavior
Joseph B. Ryan, Ph.D.
Clemson University
jbryan@clemson.edu

2. 4 Types of Violence
• Situational Violence
– Results from factors associated with the adolescents
environment (e.g., crowded conditions)
• Relationship Violence
– Arises from conflicts with persons involved in ongoing relationships (e.g.,
friends, family members and school personnel.
– Aggressive bx is often demonstrated by adolescents who lacked the social
skills needed to interact prosocially with others.
– Behavior serves function of power, control, self gratification & attention
• Predatory Violence
– Often results in some personal gain for aggressor (e.g., Bullying).
• Psychopathological Violence
– Least common (Associated with paranoia, depression)
– skewed views of reality, and pathological possessiveness.

3. Staff have Frequently used Physical Restraint &
Seclusion to Deal with Physical Aggression
3

4. 4
Risks Associated with Physical Restraint
1. Psychological Trauma for Staff or Students
2. Physical Injury to Staff
3. Death or Physical Injury to Students
◦ Breathing Problems
 Positional Asphyxia:
 Predisposed when in prone (face down) position
 Aspiration:
 Predisposed when in supine (face up) position
◦ Circulation/Cardiac Problems
 Blunt Trauma to the Chest:
 Cardiac arrhythmia leading to sudden death
 Catecholamine Rush:
 Escalating agitation creates heart rhythm disturbances
 Rhabdomylosis:
 Break down in muscle cells due to strenuous exertion
 Thrombosis:
 Fatal pulmonary embolism due to being immobile for long periods of time

5. 5
Risks Associated with Seclusion
• Procedure May Not be Therapeutic and Might
Actually Escalate Behavior:
– Students consistently perceived timeout procedures as
punishment, especially when used as a threat for “bad” behavior
(Miller, 1986).
• Potential Death or Injury:
– Lack of supervision
– Inadequate safety of environment
• Potential Disparity of Treatment:
– Disproportionate number of African-Americans (67%) separated
from class (Vacc & Siegel, 1980).
– General and special education teachers more likely to use
punishment and exclusion with Asian-American students (Ishii-
Jordan, 2000)

6. U.S.
Department
of
Education,
Office for
Civil Rights,
Data
Collection,
2011-12.
 Over 70,000 students subjected to
physical restraint
 Over 37,000 students subject to seclusion.
Nevada (96%), Florida (95%), and
Wyoming (93%) reported the highest
percentages of physically restrained
students with disabilities.
 Nearly 4,000 IDEA students subject to
mechanical restraint

7. Of students
subjected to
restraint, 75%
were students
with a
disability.
Office of Civil
Rights 2014
Report
U.S. Department of Education, Office for Civil Rights, Civil Rights Data Collection, 2011-12

8. U.S. Department of Education, Office for Civil Rights, Civil Rights Data Collection, 2011-12.
Of students
subjected to
seclusion
58% were
students
with a
disability
Office of Civil
Rights 2014 Report

9. Teachers often Use Seclusion and Restraint for
Reasons Other Than Emergency
Staff Reasons Stated for
Using Restraint
Staff
Reports
1. Noncompliance 48.4%
2. Leaving Assigned Area 19.4%
3. Disrespect 7.3%
4. Property Misuse 7.3%
5. Disrupting Class 6.5%
6. Physical Aggression 3.2%
7. Threats 3.2%
8. Horseplay 3.2%
9. Harassment 0.8%
Staff Reasons Stated for
Using Seclusion
Staff
Reports
1. Leaving Assigned Area 32.6%
2. Noncompliance 31.9%
3. Disrupting Class 11.2%
4. Property Misuse 10.1%
5. Disrespect 4.5%
6. Physical Aggression 2.8%
7. Harassment 2.4%
8. Threats 2.0%
9
Ryan, et al. 2007

12. Conflict Cycle Paradigm
1. Stressful Event occurs ( e.g., frustration, failure) which ACTIVATES a
student’s irrational beliefs
2. Negative thoughts determine & TRIGGER feelings
3. Feelings & not rational thoughts DRIVE bx.
4. Maladaptive bx INCITES staff
5. Staff frequently MIRROR these bxs.
6. Negative adult REACTION increases student’s stress & escalates the
conflict.
7. SELF FULFILLING PROPHECY. Irrational beliefs end up being reinforced,
therefore s/he has no motivation to change beliefs or bxs.

13. What Should Staff Training Entail?
Lennox, Geren and Rourke (2012)
• Causes of high-risk behaviors
– (e.g., skill deficits, history of abuse)
• Prevention strategies
– (e.g., environment, social scheduling and structural modifications)
• Minimization strategies
– (e.g., training staff to recognize precursors)
• Management strategies
– (e.g., releases and restraints)
• Post-management considerations
– (e.g., debriefing).

14. Intervening in a Crisis
Every crisis can be analyzed into a
series of Conflict Cycles, each of
which provides four different points
for intervening in a crisis:
Modify the stress
Alleviating the student’s distressed
feelings
Changing the student’s behavior
Changing the behavior of others
Nick Long

15. 15
Seven Principles of Effective Intervention
1.Remain Calm. If the person you are intervening with senses you are losing control,
the situation will escalate. Try top keep your cool, even when challenged, insulted or
threatened.
2.Isolate the Individual. Onlookers, especially those who are the peers of the
verbally escalating person, tend to fuel the fire. They often become cheerleaders.
Isolate the person you are verbally intervening with. You will be more effective on-on-
one.
3.Keep it Simple. Be clear and direct in your message. Avoid jargon and complex
options.
4.Watch Your Body Language. Be aware of your space, posture and gestures. Make
sure your nonverbal behavior is consistent with your verbal message.
5.Use Silence. Silence on your part allows the individual to clarify and restate. This
often leads to a clearer understanding of the true source of the individual’s conflict.
6.Use Reflective Questioning. By repeating or reflecting the person’s statement in
the form of a question, you help the individual gain valuable insight.
7.Watch Your “Paraverbals”. Any statement can have an opposite meaning,
depending on the tone, volume, and cadence. Make sure the words you use are
consistent with voice inflection to avoid a double message.
(Adapted from a poster distributed by the Crisis Prevention Institute)

16. Ten Tips for Crisis Prevention
1. Be empathetic
2. Clarify messages
3. Respect personal space
4. Be aware of body position
5. Permit verbal venting when possible
6. Set and enforce reasonable limits
7. Avoid over reacting
8. Use physical intervention as a last resort
9. Ignore challenge questions
10. Keep your nonverbal cues non-threatening
(Adapted from a poster distributed by the Crisis Prevention Institute)

17. ALL OF THESE ALTERNATIVES
REQUIRE US TO BE PROACTIVE!
1. Provide Crisis Intervention Training to Staff
2. Teach the Acting-Out Cycle to Staff and
Students
3. Teach “Anger” to Students and Staff Before
It Strikes
4. Create Other Rooms that Allow Students to
Cool Down
17

18. Crisis Intervention Training Has
Consistently Reduced the Use of
Seclusion and Restraint
Assaultive incidences reduced by 80% and
disruptive incidents by 77% (CPI, 2002).
Seclusion
—Reduced 39% in special day
school for students with EBD
(Ryan, Peterson, Tetreault, & Van
der Hagen, 2007).
—Reduced by 69% and 84%
respectively in 2 residential
facilities for students with EBD
(Jones & Timbers, 2003).
Restraint
— Reduced 18% in special day
school for students with EBD
(Ryan, Peterson, Tetreault, &
Van der Hagen, 2007)
— Reduced 40% and 75% in two
residential centers for students
with EBD (Timbers & Jones,
2003)
18

19. Commercial Crisis Intervention Training Programs
19

20. How Should You Deal with an
Argumentative or Aggressive Students?
• While the first rule is to never argue with a
student, many students are pretty good at
getting teachers to bite.
• Think of different ways students have tried to
draw you into an argument.

21. Students attempt to draw teachers into an argument by:
• Ignoring or pretending not to hear
you.
• Doing exactly the opposite of what
you asked
• Denying any wrongdoing
• Repeating a question over & over
• Mimicking you
• Insulting or verbally assaulting you
• Trying to change the topic

22. Teachers often take the bait by …
• Showing signs of agitation
• Using verbal aggression back (e.g., insults)
• Repeating a request over & over again
• Pleading with the student
• Stating an unrealistic consequence

23. What Should You Do?
• Maintain calmness
• Show no signs of being upset
• Respond to verbal challenge in a quiet but firm voice
• Respect personal space 1-1/2 arm lengths
• Stand to the side
• Look for opportunities to respond positively to the student
• OFFER CHOICES

24. Verbal Communication
• Active Listening
– Summarizing
• Describe Student’s Actions – Don’t Judge
• Choose the Best (familiar) Words
• Use Best Voice
• Don’t ask if the response is not optional
• Questioning (closed vs open)

25. CARE Model
• Concentrate
– Give the student your full attention
• Acknowledge
– Nod your head
– Use “I” messages vs “You”
• Response
– Paraphrase what the student said
– Focus on bx not person
– Focus on observations, not inferences
– Share an idea, not advice
• Empathy
– Try to see situation through student’s eyes

26. Nonverbal Communication
• Use Proximity
• Be Aware of Body Language
• Establish Eye Contact & Vary facial
Expressions

27. Proximity
• Public Space
– 12’ – 25’
– Communication between audience &
speaker
• Social Space
– 4’ – 10’
– Communication between colleagues
• Personal Space
– 2’ – 4’
– Communication between friends
& family
• Intimate Space
– < 1’
– High probability of touching
– Reserve this space for whispering or
embracing

28. Praise in Public, Correct in Private
However…
• Communicating praise depends upon the
student’s developmental level, individual
characteristics & cultural identification

29. How do I discuss unacceptable behavior?
• Indicate clearly that the behavior is
unacceptable.
• Indicate clearly what is expected.
• Identify a way to help the student learn a
prosocial replacement behavior.

30. Recommendation for New Teachers
• Before You Step Into the Classroom:
– Think about as many problematic scenarios as
possible
– Rehearse a plan of action & memorize your
response

31. Things You Should “NOT” do when dealing with an
Angry or Aggressive Student
• DO NOT take anything personally
• DO NOT Touch the student
• DO NOT taunt the student
– “You just try it mister”
• DO NOT threaten the student
– “You do that and you’re suspended”

32. Other Communication Methods that Don’t Work
• Demanding Compliance
– “Be quiet now”
• Ridiculing or Belittling the Student
• Consequences without Explanation
– “Because I said so”
• Arguing with a Student
• Giving Unreasonable Alternatives
– “detention for the rest of the month”
• Group Punishment
– “Since Tim doesn’t want to do his work, nobody will have recess”

33. Things You “SHOULD” do when dealing with
an Angry or Aggressive Student
• Think Safety First
– Situational Analysis
– Safety of Yourself
– Safety of Other Students
– Safety of the Aggressive Student
• Respect personal space
• Positions yourself in a non-threatening manner
• Position yourself in a position to react

34. Things You “SHOULD” do when dealing with
an Angry or Aggressive Student (Continued)
• Talk in a firm yet calm, non-threatening manner
• Talk only about what is happening at the moment
• Don’t Corner the student
• Stay at eye level with student
– Ideally have them sit down with you.
– If they stand up – You stand up
• Offer Choices
• Provide Time

35. COPING: Establishing Therapeutic Rapport
After a Crisis
• Control
• Orient
• Patterns
• Investigate
• Negotiate
• Give

36. Control
• Student needs to be back in control before crisis
situation can be discussed
– Breathing returns to normal
– Appears more relaxed
– Under Instructional Control
• Follows simple commands
– Communicates rationally

37. Orient
• Let the student tell their side of the story
– Listen without comment
– Good eye contact
– Appropriate facial expression
• Staff’s Goal is to establish the facts of the
incident

38. Identifying Patterns
• Staff try to identify patterns related to the
student behavior
• Involve the student as much as possible in
identifying patterns.

39. Negotiate
• Negotiate with student for change.
• Help student establish realistic goals
• Consider using a written / oral contract
• Consider Feelings / Thoughts / Actions of
student

40. Teacher should Strive to Give…
• Give control back to the student
• Give support & encouragement
• Give them dignity & respect
• Give sense of closure that it’s over & done

41. Principles of Win – Win Negotiation
• Restate other Person’s Demands
• Defend Your Interest not your Position
• Identify Best Alternative to a Negotiated Agreement
(BATNA)
• Identify a Price Range
• Separate Person from the Problem
• Invent Options for Mutual Gain
• Use your Influence not your Authority

42. If Student is Uncooperative
1. Reassess
2. Let them talk to someone else
3. Explain benefits of talking
4. IF they still refuse to speak, comment on their silence. Let
them know you would like to have their input
5. Invite them to talk later. Let them know the door is always
open.

43. 5 Step Process for Gaining Compliance
1. Explain exactly what behavior you are concerned with
2. Explain why you are concerned with the behavior
3. Explain the student’s options as choices
4. Take the pressure off – ALLOW TIME
5. Determine the choices made & deliver the consequences

44. Managing the Cycle of Aggression

45. Teach Staff to Recognize the Cycle…
1
2
3
4
5
6
7
1. Calm
2. Trigger
3. Agitation
4. Acceleration
5. Peak
6. De-escalation
7. Recovery
Acting-Out Cycle
Colvin, G. (2004). Managing the cycle of acting-out behavior in the classroom. Eugene,
OR: Behavior Associates.

46. #2 …and How to Intervene
Student Stage
1. Calm
2. Trigger
3. Agitation
4. Acceleration
5. Peak
6. De-escalation
7. Recovery
46
Student Stage
1. Enjoy it while it lasts!
2. Notice What Precipitates the Problem
3. “Listen” to the Problem
4. Clearly Set Limits
5. Allow the Child to Vent;
Remove the Audience
6. Take a Deep Breath
7. Problem Solve with the Student and Any
Staff

47. Phase 1 CALM
Student is
Cooperative
—On-task
—Follows rules &
expectations
—Responsive to praise
—Socially appropriate
Teacher Response in
Calm Phase
—Provide classroom
structure
—Provide quality instruction
—Manage attention
—Teach & reward
appropriate behaviors
47

48. Phase 2 TRIGGER
Student Experiences
Unresolved Problems
— School Based Triggers
— Conflicts
— Denial of something needed
— Changes in routine
— Provocations
— Pressure
— Interruptions
— Ineffective problem solving
— Academic errors
— Corrections
Teacher Response in
Trigger Phase
—Use pre-correction
—Provide access to formal
programs or services
—e.g., free school meals,
counseling services
—Address non-school
based triggers
—e.g., bullied on way to
school

49. Phase 3 AGITATION
Student is Unfocused
or Non-directed
—Increase in Behaviors
—Eyes dart
—Busy hands
—Off-task
—Stares into space
—Withdraws from group
Teacher Response in
Agitation Phase
—Teacher empathy
—Provide space
—Provide options
—Preferred activities
—Teacher proximity
—Independent activities
—Movement activities (as
appropriate)
—Relaxation techniques
—Pre-arranged signal

50. Phase 4
ACCELERATION
Student Behavior is
Directed & Engaging
— Student Experiences
Questioning & arguing
— Non-compliance & defiance
— Off-task
— Provoking other students /
teacher
— Compliance with
accompanying inappropriate
behaviors
— Whining & crying
— Avoidance & escape behaviors
— Threats & intimidation
— Verbal abuse
Teacher Response in
Acceleration Phase
— Avoid escalation responses
— Re-direct & maintain on-task
behavior
— Emphasize student choices &
responsibilities
— Utilize non-confrontational limit
setting procedures
— Administer consequences
— Debrief & problem solve
— Track results

51. Phase 5 PEAK
Student is Out of Control
& Creating Safety
Concerns
— Serious destruction of property
— Assault
— Self-abuse
— Severe tantrums
— Hyperventilation
— Screaming / running / violence
Teacher Response in
Acceleration Phase
— Move slowly & deliberately
— Keep reasonable distance
— Minimize threatening body
language
— Speak as little as possible but
use simple language and be
calm & respectful
— Acknowledge cooperation
— Withdraw if problems escalate
— Give student space
— Do not communicate “urgency
to gain control”

52. Phase 6 DE-ESCALATION
Student Displays
Confused Behaviors
— Confusion
— Reconciliation
— Withdrawal
— Denial
— Blaming others
— Sleeping
— Responsive to
directions
— Responsive to
manipulative or
mechanical tasks
— Avoidance of
discussion (unless
there is opportunity to
blame others)
Teacher
Response in De-
escalation Phase
— Monitor for health &
safety of all involved
— Monitor student for re-
escalation of behavior
— Allow time & space
— Provide opportunity for
non-judgmental
discussion
— Provide easy/concrete
tasks
— Determine appropriate
time to debrief with
student & staff

53. Phase 7 RECOVERY
Student displays
Eagerness for Busy
Work & Reluctance
to Discuss
Situation
— Eagerness for
independent work or
study
— Subdued in group
— Subdued in class
discussion
— Defensive
— Avoidance of
debriefing
Teacher
Response in
Recovery Phase
— Assist student return
to normal activities &
Phase 1: Calm
— Return self to a calm
emotional state

54. #3 Teach “Anger” Before It Strikes
My Anger At Others
— What is anger?
— How often do you get angry?
— How does your body feel/look
when angry?
— What do you do when you are
angry?
— What are some strategies you
use to calm down?
— Are there rewards for acting
positively when angry?
Other People’s Anger
— How do you know when other
people are angry?
— How do you feel when
someone is yelling at you?
— Is it okay for someone to call
you names? To hit you?
— What are some things you
can do to help a person who
is yelling without increasing
their anger?
54
Creative Therapy Associates’ Anger Management Comprehensive Curriculum
http://www.ctherapy.com/index.asp

55. #4 Create Other Rooms
Snoezlen Room
—Multisensory area
—Designed to deliver
stimuli to various senses
in a calming manner
—Visual: color, various
lighting effects
—Auditory: sounds or music
—Olfactory: scents
—Tactile: textures
55
Cool Down Room
—Spacious area
—Not-locked
—Very little stimuli or
creature comforts
—Designed to give
students space to calm
down and reflect
—Students and staff
establish “return to
class” criteria

56. Summary: BE PROACTIVE!
1. Provide Crisis Intervention Training to Staff
2. Teach the Acting-Out Cycle to Staff and
Students
3. Teach “Anger” to Students and Staff Before It
Strikes
4. Create Other Rooms that Allow Students to
Cool Down
56

57. Training Programs that Provide De-escalation Training
17 Crisis Intervention Training
Programs
Organization Name Website
Calm Every Storm, Crisis Intervention Training Crisis Consultant Group, LLC. crisisconsultantgroup.com
Management of Aggressive Behavior (MOAB) MOAB Training International, Inc. moabtraining.com
Nonviolent Crisis Intervention® Program Crisis Prevention Institute crisisprevention.com
Oregon Intervention System (OIS) Alternative Service, Inc. - Oregon ois.asioregon.org
PMT PMT Associates, Inc. pmtassociates.net
Pro-ACT® Pro-ACT, Inc. proacttraining.com
Professional Crisis Management Professional Crisis Management Association pcma.com
Response Response Training Program LLC responsetrainings.com
Right Response Service Alternatives Training Institute rightresponse.org
Safe and Positive Approaches® Devereux devereux.org
Safe Crisis Management JKM Training Incorporated jkmtraining.com
Safe Prevention Principle and Techniques JIREH Training and Consulting LLC jirehtraining.com
Safety-Care QBS, Inc. qbscompanies.com
Satori Alternatives to Managing Aggression (SAMA) Satori Learning Designs, Inc. mandtsystem.com
The Mandt System The Mandt System, Inc. mandtsystem.com
Therapeutic Aggression Control Techniques (TACT2) SBP Consulting, Inc. tact2.com
Therapeutic Crisis Intervention (TCI) Residential Child Care Project, Cornell Univ. rccp.cornell.edu/tcimainpage.ht
ml

58. Allocation of resources across general topics
Training Program Name
Total
Basic
Training
Time
General
Information
/ Definitions
%
Dangers
& Risks
%
Crisis
De-
escalation %
Restraint
Procedures
%
Monitoring
Procedures
%
Debriefing
& Follow-up
%
Seclusion
%
Other
%
Total
%
Calm Every Storm 16 hrs 5 5 55 15 5 5 5 5 100
MOAB 6-8 hrs 20 15 20 20 10 5 5 5 100
Nonviolent Crisis
Intervention® program 14 hrs 20 5 35 25 5 10 0 0 100
OIS 12 hrs 15 10 25 15 2 2 2 29 100
PMT 8 hrs 15 10 40 20 5 5 5 0 100
Pro-ACT® 20 hrs 5 4 60 8 7.5 7.5 3 5 100
Professional Crisis
Management 14 hrs 10 5 30 50 0 5 0 0 100
Response 12 hrs 4 6 58 12 4 4 0 12 100
RIGHT RESPONSE 5-14 hrs 2 2 31 30 5 5 0 25 100
Safe & Positive Approaches® 14 hrs 5 7 34 18 3.5 3.5 0 29 100
Safe Crisis Management 18 hrs 5 5 45 30 5 10 0 0 100
Safe Prevention Principles and
Techniques 16-20 hrs 10 12 38 15 5 15 5 0 100
Safety-Care 12 hrs 5 5 25 20 5 5 0 35 100
SAMA 16 hrs 1 2 40 20 1 1 0 35 100
The Mandt System® 19 hrs 7 8 58 12 7 7 1 0 100
TACT2 18-20 hrs 10 2.5 50 30 2.5 2.5 2.5 0 100
TCI 28-32 hrs 5 5 50 25 5 10 0 0 100

59. Average Allocation Across Training Programs
General
Information/
Definitions, 8
Dangers &
Risks, 6
Crisis De-
escalation, 41
Restraint
Procedures,
21
Monitoring
Procedures, 5
Devriefing &
Follow-up, 6
Seclusion, 2
Other, 11

60. So What Can You Do to
Prevent the Crisis from
Happening Again?

61. Crisis as an Opportunity for Learning
• Students in crisis–whether angry, manipulative, anxious,
fearful, or depressed–need skilled and caring adults who can
help them disengage from conflict cycles and conduct
problems.
• If a Crisis is Managed ineptly, leads to devastating cycles of
disruptive behavior--hostility, violence and alienation.
• If a Crisis is Handled well, provides a window of opportunity
to learn new ways of thinking, feeling and behaving.
• Youth learns to disengage from self-defeating patterns and to
develop responsible, pro-social values and behavior.

62. To Change, a student must Understand
an Event
• Acknowledgement of the part personal behaviors & feelings
contribute
• Awareness of reactions of others
• Social perception about the sequence of consequences that
follows.
• Recognition of alternatives that can modify a chain of events.

63. To Change, a Student must be Motivated
• Desire to improve existing conditions
• Belief that change for the better is possible
• Sufficient self-esteem to believe that improvement
is deserved.
• Confidence to try something different.

64. To Change, a student must Trust Adults
• Confidence in adults’ respect for students’ feelings
• Conviction that adults value students
• Belief that adults recognize students’ attributes
• Belief that adults use power & authority wisely
• Confidence that adults can solve problems in satisfactory
ways.
• Willingness to accept adult guidance.

65. Specific Goals of Intervention
• Maintain adults as authority figures.
• Teach skills of flexibility and frustration tolerance:
#2. Thinking clearly in the midst of frustration.
#1. Staying calm enough to do #2.
• Be mindful of the child’s limitations.

66. Other Recommendations for
Managing Aggressive Behaviors

67. Teach “Anger” to Students and Staff Before It Strikes
My Anger At Others
— What is anger?
— How often do you get angry?
— How does your body feel/look
when angry?
— What do you do when you are
angry?
— What are some strategies you
use to calm down?
— Are there rewards for acting
positively when angry?
Other People’s Anger
— How do you know when other
people are angry?
— How do you feel when
someone is yelling at you?
— Is it okay for someone to call
you names? To hit you?
— What are some things you
can do to help a person who
is yelling without increasing
their anger?
Creative Therapy Associates’ Anger Management Comprehensive Curriculum
http://www.ctherapy.com/index.asp

68. Create Other Rooms / Forms
of Timeout
2. Cool Down Room
—Spacious area
—Not-locked
—Very little stimuli or
creature comforts
—Designed to give
students space to calm
down and reflect
—Students and staff
establish “return to
class” criteria
3. Snoezlen Room
—Multisensory area
—Designed to deliver stimuli to
various senses in a calming
manner
—Visual: color, various lighting
effects
—Auditory: sounds or music
—Olfactory: scents
—Tactile: textures
1. Inclusion Timeout

69. Positive Behavioral Intervention Supports
(PBIS)
• Process for addressing the context of problem behavior through progressively more
intensive evidenced based interventions.
• Primary Level:
– Schools are supported in the process of identifying the expectations for student
behavior across multiple within school environments
– Systematically teaching & prompting desired behavior at school-wide level
– Reinforcing students that meet the expectations.
• Secondary Level:
– Reflects students that require additional levels of support through targeted group
interventions within schools.
• Tertiary Level:
– Reflect development of more intensive individualized system of support for students
that exhibit chronic or intensive behavior challenges.
– Using team based process, individualized interventions are developed based upon the
results of a systematic functional behavioral assessment.

70. Functional Behavioral Assessments (FBAs)
• Comprehensive individualized approach to examining
challenging bxs and identifying:
» Purpose or function of behavior
» Variables that influence behavior
» Components of an effective behavioral intervention plan
• Process for gathering information
• Process used to maximize the effectiveness & efficiency of
behavioral support
• Method used to show a functional relationship between
antecedents-behavior-consequences

71. Applied Behavior Analysis (ABA)
• Behavior management therapy that reinforces desired
behaviors & reduces unwanted behaviors.
• ABA Helps:
1. Teach New Skills
2. Reinforce / Maintain Previously Acquired Skills
3. Generalize Behaviors
4. Restrict Conditions Maladaptive Behaviors Occur
5. Reduce Maladaptive Behaviors by Reducing Their
Reinforcement & Reinforcing Replacement Behaviors.

72. Websites
 Reports about Problems and Abuses:
– School is Not Supposed to Hurt: http://www.napas.org/
– Seclusions and Restraints: http://www.gao.gov/
– Unsafe in the Schoolhouse: http://www.copaa.net/
 Recent Position Papers for Educators:
– CEC’s Position on Physical Restraint & Seclusion: www.cec.sped.org
– CCBD’s Position Summaries on the Use of Physical Restraint
Procedures and Seclusion Timeout in Schools: www.ccbd.net
 Bill Being Considered by 112th U.S. Congress:
– H.R. 1381 Keeping All Students Safe Act (introduced 6 April 2011)
 http://www.govtrack.us/congress/bill.xpd?bill=h112-1381
 Sponsored by Representative George Miller (D-CA) with a bipartisan group
of 17 co-sponsors. The current education committee chair, Rep. John Kline
(R-MN) is not one of them.
72

73. References
Colvin, G. (2004). Managing the cycle of acting-out behavior in the classroom. Eugene, OR: Behavior
Associates.
Council for Children with Behavioral Disorders (2009). CCBD’s Position Statement On The Use Of
Restraint In School Settings. Retrieved on May 30, 2009 from www.ccbd.net
Council for Children with Behavioral Disorders (2009). CCBD’s Position Statement On The Use Of
Seclusion In School Settings. Retrieved on May 30, 2009 from www.ccbd.net
Couvillon, M., Peterson, R., Joseph Ryan, J., Scheuermann, B. & Stegall. J. (2010). A review of crisis
intervention training programs for schools. Teaching Exceptional Children.
Mohr, W.K., Petti, T.A., & Mohr, B.D. (2003). Adverse effects associated with physical restraint.
Canadian Journal of Psychiatry, 48(5), 330-337.
National Disabilities Rights Network (2009). School is Not Supposed to Hurt: Investigative Report on
Abusive Restraint and Seclusion in Schools. Retrieved May 30, 2009 from www.napas.org/sr/SR-
Report.pdf.
Rozalski, M. E., Yell, M. L., & Boreson, L. A. (2006). Using seclusion timeout and physical restraint: An
analysis of state policy, research, and the law. Journal of Special Education Leadership, 19(2), 13-
29.
Ryan, J.B., Robbins, K., Peterson, R.L. & Rozalski, M. (2007). Review of state policies concerning the use
of timeout in schools. Education and Treatment of Children, 30(3), 215-239.
Ryan, J. B. & Peterson, R. L. (2004). Physical restraints in school. Behavioral Disorders, 29(2), 155-169.
Ryan, J. B., Peterson, R. L. Tetreault, G. & van der Hagen, E. (2007). Reducing the use of seclusion and
restraint in a day school program. In M. A. Nunno, L. Bullard, & D. M. Day eds. For our own
good: Examining the Safety of High-Risk Interventions for Children and Young People. (pp. 201-
216) Washington, DC: Child Welfare League of America.
Ryan, J.B., Peterson, R.L., Tetreault, G. & Van der Hagen, E. (2007). Reducing Seclusion Timeout and
Restraint Procedures with At-Risk Youth. Journal of At-Risk Issues. 13(1), 7-12.
Ryan, J.B., Sanders, S., Katsiyannis, A. & Yell, M. L. (2007). Using timeout effectively in the classroom.
Teaching Exceptional Children, 39(4), 60-67. 73

74. Joseph B. Ryan, Ph.D.
Clemson University
Jbryan@Clemson.edu
Contact Info