De-escalation Strategies
Name two immediate verbal techniques staff can use to calm an agitated student without escalating the situation.
What is calm tone, use the student's name, give space, offer choices, lower volume/speak slowly.
Identify one key difference between seclusion and restraint in terms of ethical practice and legal scrutiny.
What is seclusion is isolating a student alone; restraint physically restricts movement. Restraint carries higher legal/medical risk.
Name two simple data collection methods staff can use to monitor frequency of a target behavior.
What is tally sheets (event recording), frequency counts, ABC logs, RTI data.
List three environmental adjustments that can reduce common triggers for disruptive behavior.
What is reduce clutter, lower noise, predictable schedule, clear transitions, defined work areas.
Define a replacement behavior and give one classroom example for a common escape-maintained behavior.
What is a prosocial skill serving same function. Example: teach student to ask for a break instead of leaving their seat.
Describe how proxemics (physical distance) affects de-escalation and give one example of adjusting your position to reduce tension.
What is closer proximity can feel threatening; maintain an arm’s-length distance, approach at an angle, avoid looming.
Documentation elements are essential immediately after any incident involving physical intervention? List at least four.
What is date/time, objective description of behavior, de-escalation steps used, staff involved, injuries (if any), parent notification, follow-up plan.
Explain the difference between event recording and interval recording and give an example when each is preferable.
What is event recording captures each occurrence; interval recording samples presence/absence in time blocks. Use event for discrete short behaviors; interval for high-rate or continuous behaviors
Explain how predictable routines and visual schedules reduce anxiety and improve compliance for students with behavior challenges.
What is visual schedules set expectations, reduce uncertainty, and cue transitions—helpful for students who struggle with executive function.
List the one main part of a basic behavior intervention plan (BIP) and give a one-sentence example for that part.
What is BIP parts: antecedent strategies (e.g., modify task), teaching replacement skills (e.g., communication), consequence strategies (e.g., reinforcement), crisis/safety plan (e.g., staff response).
Explain the importance of active listening in crisis situations and list three phrases that demonstrate active listening.
What is active listening validates feelings and reduces defensiveness. Phrases: “I hear you,” “Tell me more,” “Help me understand what happened.”
Summarize the concept of informed consent as it applies to behavior intervention plans for students with disabilities.
What is informed consent requires explaining plan goals, methods, risks/benefits, and obtaining agreement from guardians where legally required.
Describe how to use baseline data to set an initial behavioral goal and give one numeric example (e.g., reduce incidents per week from X to Y).
What is baseline 8 incidents/week; goal reduce to 4 incidents/week within 6 weeks.
Provide a layout change you could make in a classroom to support students who become overstimulated, and explain why it helps.
What is create a quiet corner with low lighting and soft seating to reduce sensory input and allow regulation. Calming area
Explain how function-based interventions differ from consequence-based interventions and why function matters.
What is function-based targets the reason (e.g., attention, escape, sensory, tangible); consequence-based only changes outcomes without addressing motivation.
Outline a brief step-by-step approach for safely disengaging when a student becomes physically aggressive, prioritizing safety and dignity.
What is ensure safe distance, call for support, use brief clear directives, remove other students, protect dignity, document and follow up.
Describing mandatory reporting responsibilities staff should remember when a behavioral incident suggests possible abuse or neglect.
What is report any disclosure or signs of harm per state law, follow internal protocols, document, and cooperate with investigations.
Explain how to evaluate whether an intervention is effective using a three-point decision rule (e.g., criteria for continuing, modifying, or ending an intervention).
What is RTI Committee decision rule: if 3 consecutive data points meet goal → continue/fade; if no change in 4–6 weeks → modify; if worsening → escalate/consult.
Describe how differentiated seating and work-station options can be used proactively to prevent escalation; include two specific examples.
What is flexible seating (standing desk or wobble stool) and choice of quiet workspace reduce demands and provide control, decreasing escape behaviors.
Describe how to write a measurable behavioral objective using the SMART framework for a student who calls out frequently.
What is a SMART objective example: “By 6 weeks, student will raise hand and wait to be called 80% of opportunities across 4 of 5 observed sessions,” with data collection method specified.
Given this scenario, determine appropriate tiered responses: A senior with an IEP has begun refusing to complete major coursework and shows rapid mood shifts. Past Tier 2 supports included check‑ins and small‑group supports with minimal effect. Outline a Tier 3 approach, stakeholders to involve, and two data points you’d collect to evaluate progress.
What is a Tier 3 plan: Functional Behavior Assessment (FBA), individualized Behavior Intervention Plan (BIP) with counseling and psychiatric referral as needed; stakeholders: special education teacher, counselor, parent/guardian, administrator, student. Data points: frequency of refusals (work completion rate) and mood/trigger logs.
A parent objects to a behavior support strategy you think is necessary. Outline an ethical process for resolving the disagreement that preserves student welfare and parental rights.
What is listen to parent concerns, present data and rationale, offer alternatives, involve IEP/504 team or mediator, document outcomes.
Create a short plan for a progress-monitoring dashboard that includes at least four metrics stakeholders should review weekly.
What is weekly incident frequency, antecedent patterns, response fidelity, academic engagement, safety incidents.
Propose a classroom-wide prevention plan (brief) that integrates environmental design, sensory supports, and staff roles; include measures for evaluating success.
What is prevention plan elements: universal routines, sensory break schedule, staff training, shortened task formats; evaluate via incident counts and teacher surveys.
Draft a brief multidisciplinary team meeting agenda (items) to design or revise an intervention plan for a high-risk student.
What is a agenda example: 1) Data review, 2) Problem statement & function hypothesis, 3) Draft interventions, 4) Roles & training needs, 5) Monitoring plan, 6) Parent communication plan & next steps.