Pump the Brakes: Behavior De-escalation, Deceleration & Disengagement Strategies Based on Nonviolent Criss intervention, Conscious Discipline, and Dr Daniel Siegel's work Presented by: Natalee Jacobson & Beth Shefoyk, PSD MTSS Faziltators niacobson@asdschools org & bshefcvk@nsdschools ora “Kids (and adults) do well if they can.” ~Dr. Ross Greene Executive State Prefrontal Lobes What ean | learn from this? Emotional State Limbic System Am I loved? Survival State Brain StemNEUROLOGICAL RESPONSE: Perceived Threat Amygdala Sounds the Alarm FightFlight/Freeze Language, Logic, & Judgement are Impaired EFFECTS OF VERBAL AND NONVERBAL COMMUNICATION: Personal Space ~ Why i's important — gelting too close can escalate anxiety. Body Languag ‘About 1 leg-length away and L-shaped stance; Why is important — Respects personal space, Non-challenging, Offers an escape route. © Nonverbal Communication ~ Why is important —- facial expressions, posture, gestures, and ‘movements can escalate or de-escalate a situation (as the Babies video demonstrated). * Paraverbal Communication ~ Why i's important I's not what you say, I's how you say it, (as the Ice Cube video demonstrated) with tone, volume, and cadence. STAGES OF AGITATION & RESPONSES: Anxiety Pacing/balled fists, sweating, rapid breathing, rapid speechitalkative, head down **behavior that is out-ofthe-ordinary for that student™** Be Supportive Ease up on demands, offer calming strategies, offer controled choices, give time & space, let them to do it their way, don't ‘poke the bear” Defensive Becoming irational, questioning, challenging ‘Set Boundaries ‘Answer information-seeking questions, provige direction, ignore any challenges Refusal ‘Saying ’No!", won't accept ‘no’, refusing to moveftransition ‘Set Limits ‘Simple & clear, reasonable, enforceable (see limit setting language below) Release Usually loud, high energy output, vylling/screamingiswearing, pounding on or slamming things, desk-clearing/breaking pencilsfipping paper, etc. ‘Stay Calm & Wait Remove the audience (if possible) Use calming strategies Intimidation Threatening language/gestures, against self or others, harassment Report t Out Take all threats seriously, document & report threatsDon’t pick up the ROPE! SETTING ‘Name it to Tame It (Dr. Danie! Siege) ‘©. “You seem (mad, upsel. worried). + Interrupt & Redirect © “Youare__Please_ © “You ate yelling right now. Please speak quietly” # When & Then pattern ‘postive alternative + immediate impact) © "When __. then © “When you clean up, then you can get in ine.” ‘+ f& Then pattern {negative alemative + negative consequence) oH then_| © “Ifyou clean up If you don, you wil stay behind.” RETURNING TO CALM: > Re-establish communication with the person. > Reconnect with them and let them know that you care about them. > “WAIT until later to problem solve"