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The Behaviour Continuum

The document outlines a behavior continuum with 5 stages - calm, agitation, acceleration, peak, and recovery. It describes behaviors and strategies for teachers at each stage. The stages progress from calm engagement to a crisis peak involving aggression, then recovery with debriefing and support plans. The continuum is a tool for teachers to recognize escalating behaviors and respond appropriately at each stage to deescalate situations and support students.

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68 views2 pages

The Behaviour Continuum

The document outlines a behavior continuum with 5 stages - calm, agitation, acceleration, peak, and recovery. It describes behaviors and strategies for teachers at each stage. The stages progress from calm engagement to a crisis peak involving aggression, then recovery with debriefing and support plans. The continuum is a tool for teachers to recognize escalating behaviors and respond appropriately at each stage to deescalate situations and support students.

Uploaded by

api-459326447
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Download as PDF, TXT or read online on Scribd
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The Behaviour Continuum 

 It is useful for staff to be able to recognise the stages of escalating behaviour and strategies 
to manage each stage, as illustrated below.  
This diagram was taken from Lyn Edwards’ presentation at the LaST Conference 
 

1. CALM  2. AGITATION
Student Behaviour  Student Behaviour 

 High level of engagement and   Noticeable increase or change in 
learning  behaviour 
 Positive classroom interactions   Non directed expenditure of energy 
e.g. off‐task behaviour, fidgeting, 
Teacher Responses 
rocking on chair, off‐task pacing 
 Primary Support systems   Increased anxiety 
 Reinforce school values 
Teacher Strategies 
 Reinforce school/class rules 
 Implement structures, routines,   Supportive staff approach 
organisation   Empathic non‐judgemental 
 Appropriate learning plan   Rules and expectations 
 Adjustments to curriculum/lesson   Encouragement and reinforcement 
content   Effective non‐verbal communication 
 Acknowledge/reinforce positive   Appropriate curriculum and quality 
behaviour  teaching strategies 
 Rapport building   Routines and organisation 
3. ACCELERATION  4. PEAK ‐ Crisis 
Student Behaviour  Student Behaviour impacts on safety of self 
and others 
 Argumentative, questioning, 
 
challenging, belligerent 
Student Behaviour 
 Defensive 
 Challenges authority   Verbal aggression / verbal 
 Beginning of loss of rationality  intimidation 
 Verbal escalation   Physical aggression/assault 
 May use verbal intimidations   Self‐injurious behaviour  
 May be unaware of impact of 
Teacher Strategies  behaviour on self and others 
 Directive approach   Total loss of control 
 Appropriate response to  Staff Strategies 
questioning e.g. information seeking 
or challenging   Remain calm 
 Set limits/boundaries   Seek assistance 
 Remind of rules and expectations   Tertiary supports 
 Choices   Team approach 
 Consequences   Implement crisis management plan 
 Acknowledge good choices   Exit other students to safety 
 Support from buddy teacher   De‐escalate with calming strategies 

5. RECOVERY 
Student Behaviour  Teacher Strategies 

 Tension reduction   Debriefing 
 Expanded energy   Re‐establish communication with 
 Physically and emotionally drained  individual 
 Regained control   Rebuild relationships 
 Collaboratively review and develop 
  plans of support 

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