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BIP Suggestions for de-escalation
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<blockquote data-quote="PorcupineWhisperer" data-source="post: 258695" data-attributes="member: 62"><p>Star - As usual, you made a lot of good points. It really amazes me that often Special Education staff has the least understanding of behvaior. There is so much focus on the 'crime and punishment' model that they forget how much progress you can make by just building a good relationship with the students. </p><p></p><p>Follow up :</p><p></p><p>We had our meeting yesterday and all the apporpriate things were said by all the appropriate people. One thing I woill give this school/ district credit for is that will allow me to contribute (practically write ) difficult child's behavior plan (within reason of course. Here are the suggestions that I presented and they seem to have been received favorable. We'll see how it goes.</p><p></p><p>1. Shift emphasis from punitive process to de-escalation and support</p><p></p><p>a. Staff will (as opposed to waiting for difficult child to) initiate positive de-escalation techniques before implementing consequences.</p><p>b. Staff will initiate a positive de-escalation intervention technique between consequences.</p><p>c. Staff will work to establish a non punitive relationship with difficult child when he has behavioral difficulty. Staff will approach situations focused on understanding the situation and working towards a mutually acceptable solution.</p><p>d. Staff will acknowledge when difficult child is able to resolve a conflict in a positive way and when he is able to accept redirection without the use of consequences.</p><p>e. Have support person (AP, counselor etc) touch base with difficult child when things are going well to see if there are any concerns and to continue to build the relationship. This is also an ideal time to acknowledge the positive behaviors that are occurring.</p><p>f. If one classroom staff person is unable to resolve a situation or if a crisis situation takes place, a staff member that is not involved in the conflict should attempt to engage difficult child in a dialogue about the incident (not necessarily correcting his interpretation of events) but more allowing him to vent. If difficult child is able to walk with that staff person away from the conflict that might be helpful. Also if difficult child can be in an environment where he can pace until he is calm that would be helpful as well.</p></blockquote><p></p>
[QUOTE="PorcupineWhisperer, post: 258695, member: 62"] Star - As usual, you made a lot of good points. It really amazes me that often Special Education staff has the least understanding of behvaior. There is so much focus on the 'crime and punishment' model that they forget how much progress you can make by just building a good relationship with the students. Follow up : We had our meeting yesterday and all the apporpriate things were said by all the appropriate people. One thing I woill give this school/ district credit for is that will allow me to contribute (practically write ) difficult child's behavior plan (within reason of course. Here are the suggestions that I presented and they seem to have been received favorable. We'll see how it goes. 1. Shift emphasis from punitive process to de-escalation and support a. Staff will (as opposed to waiting for difficult child to) initiate positive de-escalation techniques before implementing consequences. b. Staff will initiate a positive de-escalation intervention technique between consequences. c. Staff will work to establish a non punitive relationship with difficult child when he has behavioral difficulty. Staff will approach situations focused on understanding the situation and working towards a mutually acceptable solution. d. Staff will acknowledge when difficult child is able to resolve a conflict in a positive way and when he is able to accept redirection without the use of consequences. e. Have support person (AP, counselor etc) touch base with difficult child when things are going well to see if there are any concerns and to continue to build the relationship. This is also an ideal time to acknowledge the positive behaviors that are occurring. f. If one classroom staff person is unable to resolve a situation or if a crisis situation takes place, a staff member that is not involved in the conflict should attempt to engage difficult child in a dialogue about the incident (not necessarily correcting his interpretation of events) but more allowing him to vent. If difficult child is able to walk with that staff person away from the conflict that might be helpful. Also if difficult child can be in an environment where he can pace until he is calm that would be helpful as well. [/QUOTE]
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