Ohio Partnership for Excellence in Paraprofessional Preparation

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De-escalation

Acting Out…

The Seven Phases of the Acting Out Cycle

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1.Calm

2. Triggers

3. Agitation

4. Acceleration

5. Peak

6. De-escalation

7. Recovery

Colvin, G. & Scott, T. M. (2015). Managing the cycle of acting-out behavior in the classroom (2nd ed.). Corwin.

During recess, a 4th-grade student, Alex, becomes upset when a classmate accidentally bumps into her while playing basketball. Alex reacts by shouting at the other student, calling them names, and pushing them. As the situation escalates, Alex’s emotions intensify, and she begins to cry, stomp her feet, and scream loudly, drawing the attention of other students nearby. The paraprofessional on duty quickly approaches, attempting to use a calm, gentle voice to help Alex regain control, but Alex refuses to listen and continues to lash out, making it difficult to de-escalate the situation. The paraprofessional steps back slightly to give Alex space while maintaining a close distance for safety, and immediately alerts the teacher and school counselor. The teacher and counselor arrive and attempt to help Alex process her feelings, but Alex becomes more agitated, refusing to engage or move to a quieter area. The team decides to implement their de-escalation protocol, which involves providing clear, firm boundaries and reminding Alex while keeping her safe and contained without hurting herself or others. Eventually, with continued calm but firm guidance, they are able to escort Alex to a designated safe space where she can cool down, and later have a discussion with her about appropriate ways to manage frustration in the future.

What if we did the following pro-active supports for Alex and classmates prior to the situation…

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• Reminding all students of expected behaviors- Pre-Correction or Fast Forward

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• Provide praise regarding small bits of progress or a positive situation that happened earlier

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• Offering control or power through choice- how you will do it, where, when, which way, with whom?

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How might the scenario change?

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Where might you see yourself in this scenario?

Pros of De-escalation and Seclusion Plans

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1. Promotes Emotional Regulation: De-escalation techniques help students manage their emotions and reduce stress in real-time, fostering self-regulation.
2. Preserves Dignity: Unlike punitive measures, de-escalation aims to preserve the student's dignity and emotional well-being by guiding them through the situation without shame or embarrassment.
3. Builds Trust: When students experience de-escalation techniques, they often feel safer and more understood, which can strengthen their relationship with school staff.
4. Reduces Future Incidents: Consistent use of de-escalation can teach students effective ways to manage emotions and conflict, potentially reducing the frequency of disruptive behaviors.
5. Inclusive: It is a strategy that can be used for all students, regardless of their age, background, or ability, making it versatile and widely applicable.

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1. Requires Training: Effective de-escalation requires well-trained staff, and not all educators or paraprofessionals may have the skills or experience to handle complex situations.
2. May Not Be Effective with All Students: Some students, particularly those with certain behavioral or emotional disorders, may not respond to de-escalation attempts, and alternative strategies may be needed.
3. Time-Consuming: De-escalation can take time, and if the behavior persists, it can disrupt class schedules and activities.
4. Relies on Calm Staff: The effectiveness of de-escalation depends on the staff remaining calm and composed, which can be challenging in high-stress situations.

CONS

1. Prevent the use of restraint and seclusion.
2. Never use mechanical restraints or medication to control behavior.
3. Use restraint or seclusion only when necessary for safety.
4. Restraint and seclusion policies apply to all children.
5. Interventions must respect the child’s rights and dignity.
6. Do not use restraint or seclusion as punishment.
7. Never use restraint or seclusion to harm breathing.
8. Repeated use of restraint should trigger a review.
9. Address the underlying causes of dangerous behavior.
10. Staff should be trained on alternatives to restraint.

Understanding Key Information on Restraint and Seclusion

De-escalation Trainings Across Ohio…

De-Escalation Trainings

What program would you like to learn more about? and why?

Review: 5 Tips to Help a Student De-escalate

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1. Safety and Space: Keep everyone safe. Move items that could be dangerous. Give the student space.
2. Get Yourself in Check: Take some deep breaths.
3. Model Calm: Keep your voice low and your body language relaxed.
4. Offer Choices: Use short, simple phrases for choices. Use visuals to support choices, when possible.
5. Offer Support instead of Accusations: This is not the time for learning. Offer the student support and care.
6. Ask for Help if needed.
7. Remember to re-establish rapport. When you are ready and not right after a crisis.

Am I listening to respond, or am I listening to understand?

Re-establishing Safety:

• After a crisis:
• Is the student in crisis okay?
• Are you okay?
• Are the other students okay?

It’s Important to Reconnect with the student !

It’s important to reconnect with individuals who have experienced dysregulation.

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Once safety has been prioritized, reconnect by using environmental, communication, time/space and regulation strategies.

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How much time should you give?

How much space should you give?

Important Ideas about Recovery and Restoration

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After an individual experiences dysregulation, it is important to reconnect, restore and reintegrate.

Don’t forget about the other students!

Revisit the Scenario

During recess, a 4th-grade student, Alex, becomes upset when a classmate accidentally bumps into her while playing basketball. Alex reacts by shouting at the other student, calling them names, and pushing them. As the situation escalates, Alex’s emotions intensify, and she begins to cry, stomp her feet, and scream loudly, drawing the attention of other students nearby. The paraprofessional on duty quickly approaches, attempting to use a calm, gentle voice to help Alex regain control, but Alex refuses to listen and continues to lash out, making it difficult to de-escalate the situation. The paraprofessional steps back slightly to give Alex space while maintaining a close distance for safety, and immediately alerts the teacher and school counselor. The teacher and counselor arrive and attempt to help Alex process her feelings, but Alex becomes more agitated, refusing to engage or move to a quieter area. The team decides to implement their de-escalation protocol, which involves providing clear, firm boundaries and reminding Alex while keeping her safe and contained without hurting herself or others. Eventually, with continued calm but firm guidance, they are able to escort Alex to a designated safe space where she can cool down, and later have a discussion with her about appropriate ways to manage frustration in the future.

NEXT STEPS

Ask at your school which adults have been trained in De-escalation, Restraint and Seclusion.

If you find yourself in situations that require de-escalation, restraint or seclusion measures make sure you are aware of the plan and trained in the measures.

Ohio Partnership for Excellence in Paraprofessional Preparation