Online ISSN: 2325-7466
2006
Triannual
National Association of Special Education Teachers (NASET)
United States

Articles

Preventing and Responding to Student Escalation: Combining De-Escalation Strategies and Function-Based Support

  • Chelsea Martel (Author) University of Maine at Farmington image/svg+xml
    Chelsea Martel is an undergraduate in the Special Education Department with concentrations in Mathematics and Spanish at the University of Maine at Farmington. She holds a particular interest in working with children with emotional and behavioral disabilities.
  • Brian Cavanaugh, Ed.D. (Author) University of Maine at Farmington
    Brian Cavanaugh, Ed.D., is an Assistant Professor of Special Education at the University of Maine at Farmington. His research interests include positive behavior supports, classroom management, and implementation science.
DOI
https://doi.org/10.64546/jaasep.293
Abstract
Preventing and responding to intense problem behavior in schools has garnered increased attention. With recent attention focused on the restraint and seclusion of students with disabilities, educators are in need of effective ways to respond to student escalations that result in severe, disruptive problem behavior. By combining the research-based approaches of de-escalation strategies and function-based supports, educators can increase the likelihood of developing proactive interventions and supports. This paper provides an overview of how to integrate and implement these research-based models of understanding challenging behavior.
Keywords
Aggression, Behavior Problems, Conflict, Disabilities, Functional Behavioral Assessment, Intervention
References

Crone, D. & Horner, R. (2003). Building positive behavior support systems in schools: Functional behavioral assessment. New York: Guilford Press.

Dufresne, J. (2003). Communication is the key to crisis de-escalation. Law and Order Magazine.

Freeman, J. & Sugai, G. (2013). Recent changes in state policies and legislation regarding restraint or seclusion. Exceptional Children, 79, 427-438. DOI: https://doi.org/10.1177/001440291307900403

Gage, N., Lewis, T., & Stichter, J. (2012). Functional behavioral assessment-based interventions for students with or at risk for emotional and/ or behavioral disorders in school: A hierarchical linear modeling analysis. Behavioral Disorders, 37(2), 55-77. DOI: https://doi.org/10.1177/019874291203700201

LaFond, R. (2007). Reducing seclusion and restraint for improved patient and staff safety. Journal of Safe Management of Disruptive and Assaultive Behavior, 4(1), 8-12.

Lane, K., Oakes, W., & Cox, M. (2011). Functional assessment-based intervention: A university-district partnership to promote learning and success. Beyond Behavior, 20, 3-18.

Muscott, H.S. (1995) Techniques for avoiding counteraggressive responses when teaching youth with aggressive behaviors. Journal of Emotional and Behavioral Problems, 4(1), 41-44.

Picone, J. (2009). Tips for Crisis Prevention. Journal of Safe Management of Disruptive and Assaultive Behavior, 11, 11-14.

Simonsen, B., Fairbanks, S., Briesch, A., Myers, D., & Sugai, G. (2008). Evidence-based practices in classroom management: Considerations for research to practice. Education and Treatment of Children, 31, 351-380. DOI: https://doi.org/10.1353/etc.0.0007

Umbreit, J., Ferro, J., Liaupsin, C., & Lane, K. (2007). Functional behavioral assessment and function-based intervention: An effective practical approach. Upper Saddle River, NJ: Pearson.

Walker, H.M., Colvin, G., & Ramsey, E. (1995). Antisocial behavior in schools: Strategies and best practice. Pacific Grove, CA: Brooks/Cole.

West, S.C. (2009). Strategies for crisis interventions and prevention-revised as a current proposal in care and individuals with intellectual disabilities and challenging behaviors. International Journal of Special Education, 24, 1-7.

Wood, M.M., & Long, N.J. (1991). Life space intervention: Talking with youth in crisis. Austin, TX: Pro-Ed.

There are 13 references in total.
How to Cite
Martel, C., & Cavanaugh, B. (2016). Preventing and Responding to Student Escalation: Combining De-Escalation Strategies and Function-Based Support. Journal of the American Academy of Special Education Professionals, 11(1), 31-43. https://doi.org/10.64546/jaasep.293

Winter 2016

Article Information

  • Article Type Articles
  • Submitted January 8, 2016
  • Published February 15, 2016
  • Issue Winter 2016
  • Section Articles
  • File Downloads 0
  • Abstract Views 1
  • Altmetrics
  • Share
Download data is not yet available.