Stages of Behavior Escalation (Colvin & Sugai, 1989)
Behavior Stage Description of Stage
 Student is relatively calm and
Calm
cooperative
 Student experiences
unresolved conflicts that trigger
Trigger behavior to escalate
 May displace anger on “safe
target” (aide, teacher, parent)
 Student is increasingly
unfocused/upset
Agitation
 May exhibit avoidance
 May challenge adult authority
 With conflict unresolved, this
becomes student’s sole focus
Acceleration  May become noncompliant
 May be beginning to lose
rational thought
 Student is out of control and
may have temporarily lost
Peak ability to think rationally
 Exhibits severe behavior
(screaming, SIBs, aggression)
 Having vented, the severity of
student’s behavior subsides
De-Escalation
 Drop in energy level of student
after a crisis
 Students may feel shame,
sorrow, fear, or regret
Recovery
 May not be able to verbalize
feelings/ details of outburst
Area(s) of Focus for Staff Intervention Tips
 Establish 3-5 behavioral expectations
 Focus on maintaining a
 Give student feedback using the 4 to 1 ratio (4
clear, consistent
positives for every 1 corrective/negative)
environment and building
 Teach replacements for interfering behaviors
rapport with the student
 Precorrect problem situations
 Remove/adjust the trigger (if appropriate)
 Focus on prevention and  Use behavioral momentum to shape behavior
redirecting the student’s and reinforce small efforts
behavior  Remind student of rewards (if used)
 Remind student to use replacement skills
 Use non-confrontational non-verbal behavior
 Focus on reducing student  Break down directions into smaller steps
anxiety and increasing  Use “start”, instead of “stop” directions
predictability in the  Provide reasonable options/choices
student’s environment  Use “Speak and Retreat” prompting
 Set clear, reasonable, and enforceable limits
 Use short phrases and allow processing time
 Focus on maintaining a  Maintain calmness and detachment
safe environment for  Use active listening, reflection and
yourself, the student in restatement to clarify student’s concerns and
crisis and any observers show you understand his/her feelings
 Remember this is not a teachable moment
 Focus on crisis
 Isolate student by removing the audience
intervention procedures to
 Call for help/ staff witness if needed
maintain a safe
 Don’t threaten consequences now; discuss
environment for student in
when the student is more rational
crisis, self and observers
 Focus on removing excess  Allow Cool-Down time
attention, helping student  Make sure the student has regained control
regain composure and before proceeding; look for less tense
demonstrating cooperation appearance, normal breathing, and
with neutral requests willingness to comply with small requests
 Debrief before following through with
 Focus on debriefing/
consequences set earlier
problem solving then
 Problem solve and develop a plan with the
transitioning student back
student for better future behavior
to academics
 Remember to document the incident/event