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WorksheetsAddressing Challenging Behaviors (Part 1): Understanding the Act
Total questions: 16
Worksheet time: 9mins
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?
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
(a)
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
During the Agitation Phase, a teacher should
Change the student’s environment.
Show empathy.
Offer instructional choices.
Provide additional time.
School-Based Triggers
Argument with a peer
Negative interaction with a teacher
Stressful home situations
Hunger
Medical problems
Lack of sleep
Non-School-Based Triggers
Hunger
Negative interaction with a teacher
Change in the daily schedule
High rate of failure on an academic task
One of the best ways to prevent challenging behaviors from occurring is to keep students in the (a)
Bé Thiện đang ngồi học thì cảm thấy đói bụng. Bạn nằm ra bàn và không muốn học tiếp. Cô My thấy thế nên đã:
Cho cháu biết thế nào là lễ hội
Kệ nó
Trấn an bé Thiện ngồi học ngoan, sắp đến giờ ăn rồi
Cô cũng đói con ạ, nhưng trên đời này không phải cái gì muốn cũng được
Bé Giang lớp 1Manila nói chuyện trong lớp bị cô Kim Anh nhắc nhở nhưng không nhận lỗi và có thái độ chống chế: "Con có làm gì đâu."
Đây là giai đoạn nào?
Calm
Trigger
De-escalation
Recovery
