6 Crisis Planning & Prevention
Introduction
Managing challenging behavior in the classroom can be complicated and overwhelming for any educator. One of the most challenging aspects of behavior management is responding to students’ sudden, violent, or aggressive outbursts. Despite how sudden these outbursts may seem, they typically follow a predictable pattern known as the acting-out cycle. By understanding the different phases of the acting-out cycle, educators can learn to recognize the warning signs and take steps to prevent or de-escalate potentially dangerous situations. In this chapter, we will explore the acting-out cycle and its seven phases and how educators can create an emergency crisis intervention plan to effectively respond to extreme or dangerous behavior., as described in the table below.
Acting-out Cycle
To learn more complete two IRIS Center Modules: (1) Addressing Challenging Behaviors (Part 1, Elementary): Understanding the Acting Out Cycle (2) Addressing Challenging Behaviors (Part 2, Elementary): Behavioral Strategies. Even though the content is geared toward younger students, you should also find applications for older students.
Then, read the article about school crisis prevention/intervention programs to learn about the types of restraint and other components of crisis programs: Crisis Prevention Programs. Lastly, review the escalation process here and use this to guide your emergency crisis plan: Handling Meltdowns. Also, check out this resource: De-escalation Tips.
Crisis Planning
As part of your Behavior Intervention Plan (BIP), you must create an emergency crisis intervention plan for violent or aggressive behavior. Educational providers need safe, practical behavior management training to maintain the care, welfare, safety, and security of all involved in the intervention process. Most often, the students you are working with will not have a level of extreme and dangerous behavior that requires a plan. But since this is a required component to practice by the Department of Public Instruction, please create one anyway. You can state, for example, “My student doesn’t have extreme or dangerous behavior. However, if he/she/they did, here is the emergency crisis plan I would implement.”
First, review a state complaint here to see how important the details of your plan are: DPI Complaint Decision. The decision states that positive behavioral interventions and supports (e.g., calming and other de-escalation strategies) must be listed in the Behavior Intervention Plan and implemented with fidelity. The district did not do this in this complaint, so they received corrective action. As an administrator, I have been part of these sorts of complaints, and it isn’t fun.
Further, it is essential to note that if the plan is followed yet unsuccessful, seclusion and physical restraint can be used to maintain safety in certain situations. However, WI state law prohibits the use of seclusion or physical restraint by school staff except in rare circumstances where a student’s behavior presents a clear, present, and imminent risk to the physical safety of students and school staff, and it is the least restrictive intervention feasible. This law applies to all students, both with and without disabilities. Reporting procedures must be followed after using these restrictive procedures. However, IEP teams no longer need to consider whether or not future use of seclusion or physical restraint is anticipated. The terms “seclusion” or “physical restraint” need not be included in a student’s IEP. Here is the DPI’s document summarizing the latest seclusion and restraint law: Frequently Asked Questions about the Use of Physical Restraint and Seclusion in Public Schools under Section 118.305, Wis. Stats.
Summary
In conclusion, managing challenging behavior in the classroom can be daunting for educators, especially when dealing with sudden, violent, or aggressive outbursts.
However, by understanding the acting-out cycle and its seven phases, educators can learn to recognize warning signs and take steps to prevent or de-escalate potentially dangerous situations. Creating an emergency crisis intervention plan can also help educators effectively respond to extreme or dangerous behavior. By staying calm, keeping safety as the top priority, and following the appropriate protocols and procedures, educators can create a safe and supportive learning environment for all students.
Reflect, Apply, & Connect
You are known for your success with students who struggle with behavior and in creating function-based interventions. It was not surprising when your principal asked you to attend an IEP meeting for D.B. to help problem solve his behavior. After you read the vignette that your principal provided about D.B., respond to the critical reflection questions.
“Meet D.B.”
D.B. is a brilliant 13-year-old boy with a personal history of parental abuse and neglect. He is strong, very independent, and has a reputation for impulsive and aggressive reactions when he feels provoked or contradicted by teachers and peers. He is an oppositionist and proud of his image as a dominant, powerful, and fearful leader. The context of the incident is a hallway full of students. A colleague bangs accidentally into D.B., causing him to spill water on his shirt. D.B. asks for apologies and retribution. The other boy apologizes but does not agree to buy a new bottle of water because it was an accident. D.B. punches the other boy in the face, causing his nose to bleed.The main functions of D.B.‟s behavior could be power demonstration and revenge. After the incident, D.B. is calm, convinced that he is right, and satisfied with the revenge he obtained. He does not feel guilt or remorse because he justifies his actions as self-protective and self-affirming measures.
In this case, a punish-based intervention approach will confirm D.B.’s belief that violence/aggression is a suitable way of solving conflict if the punisher is stronger, bigger, or clever. This approach could deepen the social detachment and reinforce D.B.‟s narcissism and callousness.
Critical Reflection Questions:
- Do you agree or disagree with what was shared? Explain.
- What concerns do you have?
- What follow-up information do you need?
- When you attend the IEP meeting, what suggestions might you offer? Back them up with connections to course materials or your research.
Deeper Dive
You can download some excellent videos, including supplemental handouts (see the left side of the web page). In the videos, teachers and students role-play common classroom behaviors that are disruptive and provide options for supporting students. You might check out the following: Provocative Behavior and Disruptive Behavior.
If time allows, check out this website from the University of Nebraska-Lincoln to learn about seclusion and restraint, along with crisis prevention and intervention programs: Physical Restraint and Seclusion Resources. There is information on this website specific to Nebraska, yet you should still find it helpful, and it is the best resource on this topic I’ve come across. And within this resource, there is information about crisis prevention programs.
We’ve also been talking A LOT about matching the function of the problem/target behavior with an intervention with a similar function. To support that continued growth, you might want to check out Functions of Aggressive Behaviors – Implications for Interventions. Push through it if you are able or save it for later.
