{"id":149348,"date":"2023-01-11T12:00:00","date_gmt":"2023-01-11T17:00:00","guid":{"rendered":"https:\/\/truthforteachers.com\/?p=149348"},"modified":"2023-01-10T08:49:14","modified_gmt":"2023-01-10T13:49:14","slug":"de-escalation-strategies-for-students-with-ebd","status":"publish","type":"post","link":"https:\/\/truthforteachers.com\/de-escalation-strategies-for-students-with-ebd\/","title":{"rendered":"How to de-escalate students with EBD or other behavioral disabilities"},"content":{"rendered":"

Struggling to support students who act in ways that are disruptive and defiant?<\/h2>\n

In this article, you’ll find five strategies to proactively build a strong relationship with students and prevent outbursts, along with three ways to de-escalate students in the moment.<\/p>\n

Working with students with behavioral issues in the general education classroom<\/strong><\/h3>\n

Amir* is a ninth-grade student with a history of trauma and a diagnosed behavioral disorder. The notes from his previous school say that he has a history of cursing at teachers, storming out of class, and getting into fights with other students.<\/p>\n

How would the way you interact with Amir be different if the first thing I told you about him were that he was highly intelligent, that his reading skills were more than two years above grade level, that he was charismatic, and wanted to be a professional musician?<\/p>\n

For students with emotional and behavioral disorders (EBD), their record of misbehavior precedes them everywhere they go. They can never get a fresh start. They feel constantly judged on the basis of their worst moments.<\/p>\n

Emotional and behavioral disorders are a broad category of disabilities, which include depression, anxiety, oppositional defiant disorder, and conduct disorder.<\/p>\n

Just like a student with dyslexia cannot simply \u201ctry harder\u201d at reading, students with EBD can\u2019t just \u201ctry harder\u201d at exhibiting appropriate behavior. Their disability presents them with unique challenges, and they need to learn how to manage their disability.<\/p><\/blockquote>\n

Many general education teachers struggle with accommodating students with EBD, and worry that students like Amir will disrupt their class and interfere with other students\u2019 learning. Or they feel they don\u2019t have time or it would be unfair to treat Amir differently. And many teachers feel afraid that a student like Amir could exhibit violence during an outburst, worrying for their own safety and their students\u2019 safety.<\/p>\n

In the event that a student with EBD is putting themselves or others in danger, you will need to follow your school\u2019s guidelines for use of physical restraint and protocols for keeping other students safe.<\/p>\n

However, the most effective thing you can do is to learn how to avoid and de-escalate conflict with students with EBD so that such a situation never comes up.<\/p>\n

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Pro-active approaches to supporting students with EBD<\/strong><\/h3>\n

Here are five proactive strategies for supporting students with behavioral disabilities, and avoiding conflicts in the first place:<\/b><\/p>\n

1. Set goals together<\/h3>\n

Get the student involved and invested in working on their classroom behavior. Hear from them what they think they struggle with, and what they are most motivated to work on. You can also share your priorities. Keep in mind that while you may want to address more serious infractions first, the student\u2019s goal should be attainable so that they can feel successful. You may need to compromise and start with some lower hanging fruit.<\/p>\n

Together, decide what skills they will work on and what criteria you have for success. Set those based on where the student is at now \u2014 not where you expect all students should be. If they are interrupting class 10 times each hour, you can set an attainable goal at no more than 5 times, even if you expect other students to never call out.<\/p>\n

Aim for progress, not perfection.<\/p>\n

A note on fairness:<\/i> sometimes we get caught up worrying that it is unfair to the rest of the class if we don\u2019t hold every student to the same expectations. Students with disabilities \u2014 including emotional and behavioral disabilities \u2014 may not always be able to meet the same expectations, or may need accommodations to do so. Second, if one student\u2019s behavior is affecting others in the class, it would be more unfair to the class not to use the best tools we have available to help students who are disruptive succeed.<\/b><\/p>\n

2. Offer previews<\/h3>\n

For students with anxiety, a history of trauma, or who struggle at school, not knowing what is coming next can be a significant source of stress. Deviations from the routine can throw them off balance. To help them feel more calm and in control, you can preview the daily schedule or upcoming activities with them. Provide them with a written or picture schedule and walk through it with them. On a normal day, this might sound like \u201cGood morning, Jamal! Here is the bell ringer for today. When it’s done, we\u2019ll go over the homework from last night and then work on fractions with our math partners.\u201d<\/p>\n

Give them a chance to ask questions or raise concerns, and note how they respond. If it seems like they\u2019re having a rough time, maybe today is not the day to cold call on them.<\/p>\n

You should also plan to preview anything that may be difficult for them and help them strategize on how they\u2019ll handle it. For example, if they have a hard time working with peers, ask \u201cWhat can you try if you feel frustrated working with your partner?\u201d and brainstorm some solutions together. Don\u2019t forget to let them know if there is a change to the routine. \u201cRemember, Eddie isn\u2019t here today, so you\u2019ll be working with Anayah for math.\u201d<\/p>\n

Transitions are often really hard for students with EBD \u2014 give lots of reminders before the transition happens. If needed, consider letting them transition early or give them extra time to move between activities.<\/b><\/p>\n

What are your secret rules for how everyone else should behave?<\/a><\/p><\/blockquote>\n