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Personally, I have had experienced high levels of stress in my first year of teaching due to some highly disruptive students, but after learning about some of these evidence based practices to intervene in the Acting Out Cycle, I feel better prepared to manage these situations in the future, thus resulting in a decreased emotional/physical toll that teaching has had on me.

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As a high school English teacher, knowing the phases in the Acting Out Cycle greatly increases my chances of de-escalating a situation in my classroom in the future, as I have knowledge of where that student may be headed and what could have led them to get to that level.

I can easily have a student take time out to themselves to reflect on the situation that may have happened in the classroom in a journal entry, or I can have them switch to an easier task for them, such as vocabulary practice.

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Teachers who deal with frequent disruptive and non-compliant behaviors can face stressful tolls that affect the classroom environment and opportunities for learning

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Teachers should collect baseline data when they notice a student is acting outside of target behaviors

This can inform the creation and implementation of their plan of action

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Strategy: Differential Reinforcement of Incompatible Behavior (DRI)

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Strategy: Differential Reinforcement of Incompatible Behavior (DRI)

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Teachers should reinforce student when they engage in an identified behavior that is incompatible with the target behavior

GOAL: to substitute a behavior

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Strategy: Differential Reinforcement of Low Rates of Behaviors (DRL)

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Strategy: Differential Reinforcement of Low Rates of Behaviors (DRL)

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Teachers should reinforce student when they engage in the target behavior less often

GOAL: to reduce a behavior

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Strategy: Differential Reinforcement of Other Behaviors (DRO)

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Strategy: Differential Reinforcement of Other Behaviors (DRO)

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Teachers should reinforce student when they refrain from engaging in target behavior

GOAL: to eliminate a behavior

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Teachers give students more control over their own learning

Creates a more learner-friendly environment which can help to decrease inappropriate behavior

Especially helpful for SWD (ex: students w/ test anxiety can opt to take test in alternate location)

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Intervention Strategy:    High Probability Requests

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Intervention Strategy:    High Probability Requests

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Teachers should ask student to do several things they're very likely to do in order to gain momentum

This demonstrates behaviors teachers want to see in a respectful way

Provides positive reinforcement of good behaviors and can boost confidence of SWD

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Support for teachers overwhelmed with problem behaviors in their classrooms can be found by consulting:

District behavior support teams

District behavior specialists

School counselors

Family members

Principals

School nurses

Community resources

Other teachers

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This can be disrupted by temporary stressors for a child, risk factors, and/or student disabilities

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Teachers should have clear expectations & a thoughtful classroom management plan formulated

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Approach from a Problem-Solving Perspective

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Approach from a Problem-Solving Perspective

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Teachers have the ability to prevent or fuel problem behaviors

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Students are generally more subdued

Teachers should debrief with student to functionally assess the situation and come up with a plan to prevent the cycle from happening again in the future

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Phase 6 of Acting Out Cycle: De-escalation

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Phase 6 of Acting Out Cycle: De-escalation

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Students may be confused/disoriented, but they will be receptive to directions

Teachers should give student opportunity to escape the situation with dignity with a do-able independent task

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Student behavior is out of control

Teachers should maintain safety for all

Teachers should have a plan to deal with student(s) and know how to implement it

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Phase 4 of Acting Out Cycle: Acceleration

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Phase 4 of Acting Out Cycle: Acceleration

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Students try to provoke the teacher & will partially engage in the instruction

Teachers should NOT engage in sarcasm

Teachers should offer a prompt/make their request known, walk away, & offer immediate reinforcement when there is engagement

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Students demonstrate less involvement in instructional activities

Teachers should intervene before behaviors seem out of control

Teachers should shift something that's happening in their instruction

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Student misbehavior can be triggered by concerns that are left unaddressed

Teachers can develop pre-correction plans to address school based/non-school based issues that they can fix to prevent escalation

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Students are responsive to teacher praise and are generally well-behaved and on task

Teachers can maintain this calm, supportive, instructionally focused classroom by being attentive to their students