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Stages of Behavior Escalation

The document describes six stages of behavior escalation: calm, trigger, agitation, acceleration, peak, and de-escalation. Each stage is characterized by the student's behavior and focus areas for staff intervention. Staff should establish clear expectations during calm stages, redirect behaviors during trigger stages, reduce anxiety and provide structure during agitation, maintain safety during acceleration and peak stages, and allow recovery after de-escalation. The goal is to prevent escalation and help the student regain control through effective intervention strategies matched to each stage.

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Jan Iwase
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1K views1 page

Stages of Behavior Escalation

The document describes six stages of behavior escalation: calm, trigger, agitation, acceleration, peak, and de-escalation. Each stage is characterized by the student's behavior and focus areas for staff intervention. Staff should establish clear expectations during calm stages, redirect behaviors during trigger stages, reduce anxiety and provide structure during agitation, maintain safety during acceleration and peak stages, and allow recovery after de-escalation. The goal is to prevent escalation and help the student regain control through effective intervention strategies matched to each stage.

Uploaded by

Jan Iwase
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Download as PDF, TXT or read online on Scribd
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Stages of Behavior Escalation (Colvin & Sugai, 1989)

Behavior Stage Description of Stage Area(s) of Focus for Staff Intervention Tips
Calm
Student is relatively calm and
cooperative
Focus on maintaining a
clear, consistent
environment and building
rapport with the student
Establish 3-5 behavioral expectations
Give student feedback using the 4 to 1 ratio (4
positives for every 1 corrective/negative)
Teach replacements for interfering behaviors
Precorrect problem situations
Trigger
Student experiences
unresolved conflicts that trigger
behavior to escalate
May displace anger on safe
target (aide, teacher, parent)
Focus on prevention and
redirecting the students
behavior
Remove/adjust the trigger (if appropriate)
Use behavioral momentum to shape behavior
and reinforce small efforts
Remind student of rewards (if used)
Remind student to use replacement skills
Agitation
Student is increasingly
unfocused/upset
May exhibit avoidance
May challenge adult authority
Focus on reducing student
anxiety and increasing
predictability in the
students environment
Use non-confrontational non-verbal behavior
Break down directions into smaller steps
Use start, instead of stop directions
Provide reasonable options/choices
Use Speak and Retreat prompting
Set clear, reasonable, and enforceable limits
Acceleration
With conflict unresolved, this
becomes students sole focus
May become noncompliant
May be beginning to lose
rational thought
Focus on maintaining a
safe environment for
yourself, the student in
crisis and any observers
Use short phrases and allow processing time
Maintain calmness and detachment
Use active listening, reflection and
restatement to clarify students concerns and
show you understand his/her feelings
Remember this is not a teachable moment
Peak
Student is out of control and
may have temporarily lost
ability to think rationally
Exhibits severe behavior
(screaming, SIBs, aggression)
Focus on crisis
intervention procedures to
maintain a safe
environment for student in
crisis, self and observers
Isolate student by removing the audience
Call for help/ staff witness if needed
Dont threaten consequences now; discuss
when the student is more rational
De-Escalation
Having vented, the severity of
students behavior subsides
Drop in energy level of student
after a crisis
Focus on removing excess
attention, helping student
regain composure and
demonstrating cooperation
with neutral requests
Allow Cool-Down time
Make sure the student has regained control
before proceeding; look for less tense
appearance, normal breathing, and
willingness to comply with small requests
Recovery
Students may feel shame,
sorrow, fear, or regret
May not be able to verbalize
feelings/ details of outburst
Focus on debriefing/
problem solving then
transitioning student back
to academics
Debrief before following through with
consequences set earlier
Problem solve and develop a plan with the
student for better future behavior
Remember to document the incident/event

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