Phase 1 'Calm'
Student behaviour: Co-operative, follows directions, able to receive corrections.
Prevention strategies: High rates of engagement, high rates of academic and social success, teach and practice social skills.
Phase 2 ‘Triggers’
Student behaviour: Students experience a series of unresolved conflicts, pressures from deadlines and other task demands, face many consequences for problem behaviour.
Intervention strategies: Problem solving, on-the-spot social skill instruction, pull out and debrief student.
Phase 3 ‘Agitation’
Student behaviour: Student exhibits an increase in behaviour that is non-focused, student attempts to terminate conversations, off task, easily distracted.
Intervention strategies: Structural modifications, provide quiet time, break down work or give easier alternative, alter student’s schedule, provide options and choice, debrief.
Phase 4 ‘Acceleration’
Student behaviour: Provocative engagement behaviours, verbal abuse and intimidation, defiance, escape.
Intervention strategies: Give choice and disengage, crisis prevention, give student time to respond, withdraw from student, debrief if they make appropriate choice.
Phase 5 ‘Peak’
Student behaviour: Student is ‘out of control’ and exhibits severe behaviour such as physical or verbal abuse towards others or objects.
Intervention strategies: PRIMARY ISSUE IS SAFETY, establish policy and routines for all students prior to the school year starting,
Phase 6 ‘De‐escalation’
Student behaviour: Confusion, attempts to reconcile, withdrawal, denial of serious behaviours, blames others, attempts to justify behaviour.
Intervention strategies: Do not give excess attention, establish ownership of the problem: What did I do? Why did I do it? What else could I have done? etc.
Phase 7 ‘Recovery’
Student behaviour: Student displays an eagerness to become engaged in non‐interactive activities and reluctance to address the ‘peak’ behaviours.
Intervention strategies: Provide a stronger focus on the typical routines and activities, implement the consequences for the problem behaviour, high rates of reinforcement for appropriate behaviour, re‐review expectations, teach and practise.