ppt课件-understanding managing escalating behavior- p b i s（了解管理升级行为- p我年代）.pptVIP

下载本文档

4
0
约9.37千字
约 48页
2017-01-25 发布于四川
举报
版权申诉

ppt课件-understanding managing escalating behavior- p b i s（了解管理升级行为- p我年代）.ppt

1、原创力文档（book118）网站文档一经付费（服务费），不意味着购买了该文档的版权，仅供个人/单位学习、研究之用，不得用于商业用途，未经授权，严禁复制、发行、汇编、翻译或者网络传播等，侵权必究。。
2、本站所有内容均由合作方或网友上传，本站不对文档的完整性、权威性及其观点立场正确性做任何保证或承诺！文档内容仅供研究参考，付费前请自行鉴别。如您付费，意味着您自己接受本站规则且自行承担风险，本站不退款、不进行额外附加服务；查看《如何避免下载的几个坑》。如果您已付费下载过本站文档，您可以点击这里二次下载。
3、如文档侵犯商业秘密、侵犯著作权、侵犯人身权等，请点击“版权申诉”（推荐），也可以打举报电话：400-050-0827(电话支持时间：9:00-18:30)。
4、该文档为VIP文档，如果想要下载，成为VIP会员后，下载免费。
5、成为VIP后，下载本文档将扣除1次下载权益。下载后，不支持退款、换文档。如有疑问请联系我们。
6、成为VIP后，您将拥有八大权益，权益包括：VIP文档下载权益、阅读免打扰、文档格式转换、高级专利检索、专属身份标志、高级客服、多端互通、版权登记。
7、VIP文档为合作方或网友上传，每下载1次，网站将根据用户上传文档的质量评分、类型等，对文档贡献者给予高额补贴、流量扶持。如果你也想贡献VIP文档。上传文档

6. De-escalation Student displays confusion but with decreases in severe behavior. Social withdrawal Denial Blaming others Minimization of problem De-escalation Intervention is focused on removing excess attention. Don’t nag. Avoid blaming. Don’t force apology. Consider function of problem behavior Emphasize starting anew. The MODEL High Low RECOVERY ? 7. Recovery Student displays eagerness to engage in non-engagement activities. Attempts to correct problem. Unwillingness to participate in group activities. Social withdrawal sleep. Recovery Follow through with consequences for problem behavior. Positively reinforce any displays of appropriate behavior. Intervention is focused on re-establishing routines activities. Recovery Debrief Purpose of debrief is to facilitate transition back to program….not further negative consequence Debrief follows consequences for problem behavior. Goal is to increase more appropriate behavior. Recovery Problem solving example: What did I do? Why did I do it? What could I have done instead? What do I have to do next? Can I do it? The MODEL High Low Calm Peak De-escalation Recovery Acceleration Agitation Trigger Teacher Jason Jason, please turn in your assignment. What assignment? I finished it. I don’t have it with me now. You never believe me. F_____ you! Pulls away, glares, raises fist as if to strike. The assignment you didn’t finish during class. Great, please turn it in now. You have a choice: turn it in or do it again. I guess you’ve made the choice to do it again. That’s disrespect…go to the office. Moves closer… puts hand on J. shoulder. Make me. THREE KEY STRATEGIES Identify how to intervene early in an escalation. Identify environmental factors that can be manipulated. Identify replacement behaviors that can be taught serve similar function. FINAL THOUGHT Geoff Colvin (1989): It is always important to remember that “if you inadvertently assist the student to escalate, do not be concerned; you will get another chance to do