Special Education K-5 ELA and Supplemental Guide

Behavioral Instructional Priorities TIER 3 Implementation Guide

Functions: Attention and Escape

DE-ESCALATION STRATEGIES: HELP, PROMPT, WAIT The number one goal of de-escalation is safety. Safety for the student, other students, and staff. The next goal is to avoid reinforcing inappropriate or unsafe behavior. This enables less staff resources to be diverted to crisis behavior and more towards learning and academics.

Things to Consider: ● Before moving to Tier 3 de-escalation strategies, make sure Tier 1 and 2 strategies are being used consistently. This includes Help, Prompt, Wait and identifying signals, triggers, and antecedent interventions. ● Debriefing and data collection after an escalation is crucial to implementing Tier 3 de-escalation strategies. ● ABC data should be collected an analysis to identify patterns and function of behavior. Create an Escalation Map: This map should include student behavior and how adults will plan to act when specific behavior occurs.

Implementation Guidelines:

Identify environmental triggers Identify student signals of stress, agitation, or aggression Intervene earlier than later with either Help or Prompt strategy Reinforce any type of communication Pick your battles (you can work on saying things a certain way at a later time) Switch to wait if neither help or prompt are working or if the student is becoming more agitated Once in ‘Wait’ look for any step down in escalation and try help or prompt again Reinforce any appropriate behavior

❏

❏

❏

❏

❏

❏

❏

❏

Fidelity Check: ❏

All Tier 1 and Tier 2 requirements are being met. ABC data is used to create an escalation map. All team members are aware of the plan.

❏ ❏

❏ All team members follow what is listed in the ‘Staff Behavior’ section of the map.