Defusing Disruptive Behavior

Module 1: Introduction to the Escalation Cycle and Baseline Phase
Choose the definition of disruptive behavior used in this training, Defusing Disruptive Behavior.

Module 1: Introduction to the Escalation Cycle and Baseline Phase
As stated in the video, what is the goal in learning about the Escalation Cycle?

Module 1: Introduction to the Escalation Cycle and Baseline Phase
In the Baseline phase of the Escalation Cycle, the students are responding using the prefrontal cortex of their brains, which allows for planning. Which of the following is NOT one of the common characteristics associated with the Baseline phase?

Module 1: Introduction to the Escalation Cycle and Baseline Phase
A key foundational strategy at baseline is the formation of positive relationships. Which of the following was NOT one of the strategies recommended in the video?

Module 1: Introduction to the Escalation Cycle and Baseline Phase
What is relationship mapping?

Module 1: Introduction to the Escalation Cycle and Baseline Phase
Which of the following strategies described in the video involves an adult engaging a student in conversations about their interests for 10 days?

Module 1: Introduction to the Escalation Cycle and Baseline Phase
Classroom management is critical. When classroom management is effective, students are less likely to display disruptive behaviors. Which of the following aspects of classroom management involves monitoring the classroom?

Module 1: Introduction to the Escalation Cycle and Baseline Phase
Which of the following aspects of classroom management involves communicating very specifically to a student about their behavior?

Module 1: Introduction to the Escalation Cycle and Baseline Phase
What are the benefits of using opportunities to respond as a strategy?

Module 1: Introduction to the Escalation Cycle and Baseline Phase
The video suggests that one way to develop a consistent discipline system is to categorize behaviors into:

Module 2: Foundational Principles of Behavior
Which of the following is NOT a foundational principle of behavior discussed in the video?

Module 2: Foundational Principles of Behavior
The function of a behavior describes why it is occurring. Which of the following is NOT a function, based on the principles of behavior?

Module 2: Foundational Principles of Behavior
It is important to consider the student and the function of behavior. Is the following statement true or false? A student may employ the same problem behavior to achieve multiple functions.

Module 2: Foundational Principles of Behavior
Function-based thinking is designed to be used as an early intervention strategy for mild to moderate behavior problems and can be used as a classroom practice that can be effective with all students. What is the 3-step process used for a function-based thinking analysis of behavior?

Module 2: Foundational Principles of Behavior
Behavior involves a sequence or chain of events. We can describe the sequence in terms of the antecedent, behavior, and the consequence (the ABC model) of the behavior. Which part of the chain either increases or decreases the chances that the behavior will occur again and has a direct relationship to the behavior?

Module 2: Foundational Principles of Behavior
Teacher behavior can also be analyzed using the ABC model.

Module 3: Setting Events
The antecedent-behavior-consequence (ABC) chain of events was discussed in Module 2. A setting event can affect how or how quickly a behavior chain happens and may enter the chain before which part of the chain?

Module 3: Setting Events
Setting events often go unnoticed and can be categorized in three ways: environmental, social, or physiological factors. Which of the categories would a family crisis, a fight, negative social interactions, loss of loved one, or family divorce or discord fall into?

Module 3: Setting Events
Common setting events discussed in the video are instructional match, classroom environment, time of day, and teacher behaviors and cultural context. Which of these setting events refers to the expectations of an assignment and the student’s ability to meet those expectations?

Module 3: Setting Events
Individuals who have experienced trauma may react differently as they go through the phases of the Escalation Cycle.  Changes in the brain may affect which of the following processes? [choose all and only those that apply]

Module 3: Setting Events
Setting events may also include experiences related to the student culture, race, or ethnicity, specifically, structural barriers, implicit biases, and microaggressions. Which of the following would subtle, everyday verbal and nonverbal slights, or insults that communicate hostile, derogatory, or negative messages to individuals based on their marginalized group membership fall under?

Module 3: Setting Events
Setting events may also include experiences related to the student culture, race, or ethnicity, specifically, structural barriers, implicit biases, and microaggressions. Which of the following would policies, practices, and other norms that favor an advantaged group while creating a systemic disadvantage for the marginalized group fall under?

Module 4: Teaching During the Baseline Phase
Behavior can be taught to students. One way to do this is to teach social emotional learning (SEL) using five components: self-awareness, self-management, social awareness, relationship skills, and responsible decision making. Which component would involve skills like replacing stress with a relaxation response?

Module 4: Teaching During the Baseline Phase
Which of the 5 SEL components would involve skills like respecting others, understanding other points of view, and appreciating diversity?

Module 4: Teaching During the Baseline Phase
Which of the 5 SEL components would involve skills like identifying and communicating their emotions?

Module 4: Teaching During the Baseline Phase
Which of the 5 SEL components would involve skills like identifying problems and generating alternatives, implementing problem solving skills, and negotiating fairly?

Module 4: Teaching During the Baseline Phase
Using the behavior skills that students have been taught in other settings and real-life situations is called generalization.  Which of the following is NOT one of the ways to promote generalization of a skill?

Module 4: Teaching During the Baseline Phase
What is the best term for an alternative behavior that allows a student to meet the same need or achieve a similar outcome as the disruptive behavior?

Module 5: The Trigger Phase
The Trigger Phase is initiated when something occurs that makes the individual begin to feel emotionally and/or physically uncomfortable or distressed. Which of the following is NOT one of the changes that happens in the body during the trigger phase?

Module 5: The Trigger Phase
Teachers and other adults may experience the same physical reactions when they are triggered.

Module 5: The Trigger Phase
Teachers and other adults should avoid reacting impulsively when responding to a student behavior. Instead, they should respond deliberately, and use connected communication to avoid escalating the behavior. Which of the following is a reaction from the teacher that could escalate the behavior?

Module 5: The Trigger Phase
Adults can learn to respond rather than react by recognizing their own vulnerable decision points (VDPs). A VDP is a specific decision that is more likely to be influenced by the effects of implicit bias, our current state, and our immediate triggers. The two components of VDPs are:

Module 5: The Trigger Phase
An adult can use a neutralizing routine to avoid escalating the situation. Neutralizing routines are inserted after the antecedent (student’s behavior) but before the adult’s next behavior or reaction to the antecedent. Which of the following is NOT one of the 5 critical features of a successful neutralizing routine?

Module 6: De-Escalating Behavior During the Trigger Phase
Teachers must plan ahead to avoid escalation into the Trigger Phase. Which of the following is NOT one of the actions a teacher should take?

Module 6: De-Escalating Behavior During the Trigger Phase
The next step to de-escalate during the Trigger Phase is to identify the trigger and attempt to remove the trigger from the situation or separate the person from the trigger.

Module 6: De-Escalating Behavior During the Trigger Phase
There are several strategies that can be used to de-escalate student behaviors during the Trigger Phase. Which strategy does the following statement best describe? The adult remains calm and engages in a self-regulatory strategy such as deep breathing, modeling it for the student. The student then mirrors the regulatory strategy and begins to de-escalate as well.

Module 6: De-Escalating Behavior During the Trigger Phase
There are several strategies that can be used to de-escalate student behavior during the Trigger Phase. Which strategy does the following statement best describe? The teacher says to the student, “Would you like to keep your picture on the art table, your desk, or in my drawer to finish when you come back?”

Module 6: De-Escalating Behavior During the Trigger Phase
There are several strategies that can be used to de-escalate student behavior during the Trigger Phase. Which strategy does the following statement best describe? Reminding the student of the task without commenting on the off-task behavior.

Module 6: De-Escalating Behavior During the Trigger Phase
There are several strategies that can be used to de-escalate student behavior during the Trigger Phase. Which strategy does the following statement best describe? Using positive reinforcement to differentiate between appropriate student behavior and inappropriate behavior. Appropriate behavior is increased while the inappropriate behavior is decreased.

Module 6: De-Escalating Behavior During the Trigger Phase
There are several strategies that can be used to de-escalate student behavior during the Trigger Phase. Which strategy does the following statement best describe? Providing a student with the opportunity to temporarily remove themselves from the setting or trigger event. This allows the student to calm down, move, and avoid embarrassment, then return and begin working again.

Module 6: De-Escalating Behavior During the Trigger Phase
There are several strategies that can be used to de-escalate student behavior during the Trigger Phase. Which strategy does the following statement best describe? A strategy that entails starting by making requests that are easy for the student and gradually increasing the difficulty as additional requests are made.

Module 6: De-Escalating Behavior During the Trigger Phase
There are several strategies that can be used to de-escalate student behavior during the Trigger Phase. Which strategy does the following statement best describe? Begin by stating the request clearly and concisely. Next, provide limited but reasonable choices, remembering the guidelines for offering choices. If a consequence is needed, use instructive consequences that hold children accountable for their actions.

Module 7: The Escalation Phase
Fill in the blank: the Escalation Phase can be broken down into two stages: ________ and ________.

Module 7: The Escalation Phase
During the agitation stage, the individual becomes increasingly upset. If behaviors are not successfully managed, the student is likely to exhibit serious acting-out behaviors. The student may become argumentative or refuse to comply with requests. The student may also curse, make threats, or try to provoke others. Sometimes, they will also begin to destroy property at this stage.

Module 7: The Escalation Phase
Many of the strategies described Module 6 on de-escalating during the Trigger Phase can also be used during the Escalation phase to attempt to de-escalate the behavior, but there are additional strategies described in this module. Which strategy does the following statement best describe? This strategy involves understanding or recognizing the student has a problem and communicating concern to the student.

Module 7: The Escalation Phase
Many of the strategies described Module 6 on de-escalating during the Trigger Phase can also be used during the Escalation phase to attempt to de-escalate the behavior, but there are additional strategies described in this module. Which strategy does the following statement best describe? Be aware of your responses to the student, both in verbal language and body language. Use a calm voice when speaking. Allow the student space: disengage from the student. It is critical to avoid power struggles, arguing, and making statements that discredit the student.

Module 7: The Escalation Phase
Many of the strategies described Module 6 on de-escalating during the Trigger Phase can also be used during the Escalation phase to attempt to de-escalate the behavior, but there are additional strategies described in this module. Which strategy does the following statement best describe? The teacher may reduce the assignment, asking the student to only complete the even-numbered problems, or to work for five minutes and then get a break for five minutes. Depending on the student and situation, the teacher may provide them with the opportunity to engage in an alternative activity or work independently.

Module 7: The Escalation Phase
Many of the strategies described Module 6 on de-escalating during the Trigger Phase can also be used during the Escalation phase to attempt to de-escalate the behavior, but there are additional strategies described in this module. Which strategy does the following statement best describe? Attempting to shift the student’s attention away from the triggers and provide assistance with the task, but it might also include shifting away from others and the environment or to a different task.

Module 7: The Escalation Phase
Many of the strategies described Module 6 on de-escalating during the Trigger Phase can also be used during the Escalation phase to attempt to de-escalate the behavior, but there are additional strategies described in this module. Which strategy does the following statement best describe? Pause before reacting. It is important to model being calm and treat the student with dignity and respect. If possible, talk with the student privately to see what support can be provided.

Module 8: The Crisis, De-Escalation, and Post Crisis Phases
During the Crisis Phase, staff needs to consider how to ensure their safety and safety of others while the behavior runs its course.

Module 8: The Crisis, De-Escalation, and Post Crisis Phases
Fill in the blank: the De-Escalation Phase is characterized by 2 stages: ________ and _______.

Module 8: The Crisis, De-Escalation, and Post Crisis Phases
During the De-Escalation Phase, the student often will display an increased responsiveness to directions and a reduction in off-task behaviors. They may become subdued or withdraw from the situation. They might also make excuses, blame others or deny wrongdoing.

Module 8: The Crisis, De-Escalation, and Post Crisis Phases
During the De-Escalation Phase, it is important to monitor the health and safety of the student and to allow the student space to calm down. Which of the following is NOT one of the guidelines for this phase?

Module 8: The Crisis, De-Escalation, and Post Crisis Phases
The final phase of the Escalation Cycle is the Post Crisis or recovery phase. During this phase, students may appear tired or fatigued or need rest due to the emotional and physical drain. The student may show a preference for independent work or busy work and a reluctance to interact or engage in discussion. Which of the following is NOT one of the guidelines for this phase?

Module 8: The Crisis, De-Escalation, and Post Crisis Phases
The staff must also meet to discuss the incident. Choose all of the following staff meeting goals that apply as discussed in the video.