Addressing Challenging Behaviors (Part 1): Understanding the Act

Student behavior is characterized as goal-directed, compliant, cooperative, and academically engaged. The student is responsive to teacher praise and willing to cooperate with peers.

What phase is it?

• Recovery Phase

• Calm Phase

• Agitation Phase

• De-escalation Phase

The student is generally subdued and may wish to avoid talking about the Peak incident. The student returns to the Calm Phase.

What phase is it?

• Calm Phase
• Recovery Phase

• Agitation Phase

• Acceleration Phase

The student’s behavior is clearly out of control (e.g., yelling at the teacher, hitting others, destroying property) and may create an unsafe classroom environment.

What phase is it?

• De-escalation Phase

• Agitation Phase

• Trigger Phase

• Peak Phase

The student’s challenging behavior intensifies and is often directed at the teacher. It’s at this stage that a teacher often first recognizes that a problem is occurring.

What phase is it?

• Acceleration Phase

• Peek Phase

• Trigger Phase

• De-escalation Phase

The student can engage in a variety of off-task behaviors. Some students might dart their eyes, tap their fingers, or start and stop their activities. Others might disengage or stare off into space.

What phase is it?

• Peak Phase

• Trigger Phase

• Agitation Phase

• Acceleration Phase

Student misbehavior occurs in response to an event either within or beyond the school day. When a student encounters a trigger, he may become restless, frustrated, or anxious.

What phase is it?

• De-escalation Phase

• Peak Phase

• Acceleration Phase

• Trigger Phase

The student is less agitated and may be confused or disoriented. Many students will withdraw, deny responsibility, attempt to blame others, or try to reconcile with those they harmed.

What phase is it?

• Recovery Phase

• Calm Phase

• Trigger Phase

• De-escalation Phase

If the teacher is unable to defuse a student’s behavior during the Acceleration Phase, the student will move into the ...

• Agitation Phase

• Calm Phase

• Trigger Phase

• Peak Phase

Use __________ to prevent challenging behavior before it occurs. When anticipating a problem situation that could produce a trigger, __________ can be used to engage the student before his behavior escalates

In peak phase, the teacher can no longer prevent the challenging behavior. Teachers can

• Allow the student adequate time to respond.

• • Arguing with the student

• • Speak to the student in a calm voice.

• Use behavior-specific praise