Basic Prevention and De-Escalation Strategies
Dr. Geoff Colvin
Phase 1: Calm
 Student is cooperative in Calm Phase:
◦ Accepts corrective feedback
◦ Follows directives
◦ Sets personal goals
◦ Ignores distractions
◦ Accepts praise
 Strategy:
◦ Teach procedures while students are in the calm phase:
 Entering the classroom
 Getting to work immediately
 How to ask for help
 Bathroom procedures
Phase 2: Trigger
 Student experiences a series of unresolved conflicts:
◦ Repeated failures
◦ Frequent corrections
◦ Interpersonal conflicts
◦ Timelines
◦ Low rates of positive reinforcement
 It is important to provide as much positive reinforcement as possible
 Strategies:
◦ Reframing/Diffusing statements: Statements that help you stay personal with the student without
personalizing the problem.
◦ Proximity and body language: Non-verbal behavior – it is important to recognize when a student needs
space.
Phase 3: Agitation
 Student experiences a series of unresolved conflicts:
◦ Repeated failures
◦ Frequent corrections
◦ Interpersonal conflicts
◦ Timelines
◦ Low rates of positive reinforcement
 It is important to provide as much positive reinforcement as possible
 Strategies:
◦ Reframing/Diffusing statements: Statements that help you stay personal with the student without
personalizing the problem.
◦ Proximity and body language: Non-verbal behavior – it is important to recognize when a student needs
space.
Phase 4: Acceleration
 Student displays focused behavior.
◦ Provocative
◦ High intensity
◦ Threatening
◦ Personal
 It is critical to keep the safety of everyone involved in mind during this phase
 During this phase, a student is unable to think rationally and they are unable to exhibit self-control

Strategies:
◦ Avoid escalating prompts (continuing to give directions, explaining, etc.)
◦ Maintain calmness, respect and detachment (state you position and walk away – don’t engage)
Phase 5: Peak
 Student is out of control & displays most severe problem behavior.
◦ Physical aggression
◦ Property destruction
◦ Self-injury
◦ Escape/social withdrawal
◦ Hyperventilation
 You should be following the crisis plan in the peak phase
 There may be a need to clear the room
Phase 6: De-escalation
 Student displays confusion but with decreases in severe behavior:
◦ Social withdrawal
◦ Denial
◦ Blaming others
◦ Minimization of problem
 Remove excess attention
 Strategies:
◦ Proximity away from other students and adults (if at all possible, provide space for the student)
◦ Don’t force the student to talk, to look you in the eye, admit mistakes as they could escalate into the
peak phase again
Phase 7: Recovery
 Student displays eagerness to engage in non-engagement activities.
◦ Attempts to correct problem.
◦ Unwillingness to participate in group activities.
◦ Social withdrawal & sleep
 It is very common for a student to be tired during the recovery phase and may need to sleep
 Strategies:
◦ Follow through with consequences for problem behavior
◦ Positively reinforce any displays of appropriate behavior
◦ Intervention is focused on re-establishing routines activities
Preventing Power Struggles:
• Choose the right time
• Start off positive & praise
• Would you listen to yourself?
• Stay calm (at least appear calm)
• We know adults never win power struggles with students
• Strategies:
• Take small steps
• Don’t forget to laugh
• Teach/Reinforce M.Y.O.B. (Mind your own business)
• Don’t jump to conclusions
• Ask - “Do I have to have an audience?”
• Give/take a minute to cool down
• Remember proximity & personal space
• Don’t take the “bait” – It’s not about you!