Navigating Crisis Flashcards
What is a crisis?
A situation that poses immediate risk to a person’s safety
What are potential triggers of a crisis?
trauma triggers; sensory overload; relationships to others; unmet needs; changes in routine; academic barriers
What are potential precursor behaviors to a crisis?
Refusal; low-level physical aggression; yelling/shouting; not listening to instructions; making threats; pacing; heavy/rapid breathing; withdrawn; crying
What are the 6 phases of a crisis?
baseline, escalation, peak, de-escalation, recovery, return to baseline
In which phase of a crisis is intervention recommended?
escalation
What are signs of escalation?
physiological changes (sweating, increased energy); behavioral changes (aggression; body language; non-compliance)
At which phase of a crisis is responsive intervention necessary?
Peak
What is the peak stage of a crisis?
Behavior is at its worst; thus, it is at its most destructive, loudest, and can cause the greatest risk of harm
What are some signs that a crisis is in the de-escalation stage?
physiological changes and behavioral changes (e.g., tension releasing and crying)
What is the goal of the de-escalation stage?
To help the student regain control of their environment and themselves
De-escalation involves which of the following:
keep you, the student, and other people safe; reducing additional triggers
When a child does not seem rational, the best way to de-escalate them is through
not instructing them; meeting the child where they are at; remaining neutral and calm
Other de-escalation tips include
demonstrating appropriate body language and recognizing when physiological changes can occur
Before a crisis, one can do the following,
be aware of the environment; see if there’s a behavior plan; use antecedent strategies
What are examples of antecedent strategies to use before a crisis?
building rapport; using “do” language; setting clear expectations; clear visual schedule with reinforcers
During a crisis, one should do the following:
Appear calm; maintain a neutral body position (neutral and open hands that are still); being aware of one’s environment; consider WAIT (WHY AM I TALKING) and let the student talk; give clear directions; use a calm tone of voice; avoid a power struggle
After a crisis, one should do the following:
Make sure the student is back at their baseline behavior; do repairs of relationships or peers; debrief student and team
