Murray State University
Don’t Keep a Good Man Down: Intervention Strategies for Common Causes of Anger and Aggression
Institution
Murray State University
Faculty Advisor/ Mentor
Eric Umstead
Abstract
Seclusion and Restraint have been often used as intervention strategies in public schools for many years, and were not limited by law in Kentucky until 2012. 704 KAR 7:160 was the first legislation to respond to dangerous interventions being used in Kentucky’s public schools. This presentation summarizes common causes of anger and aggression in our students, and provides research-based strategies for intervention in all three phases of a behavior: antecedent (prior to the behavior, the escalation of a situation), behavior (during the aggressive behavior itself), and consequences (subsequent actions that occur as a response.) The concept is to provide strategies for educators and paraprofessionals to aid in the de-escalation of their student’s aggressive behaviors. The importance of this cannot be overstated especially in the area of special education where communication is the key to conquering setbacks. Literature reviewed has offered insight into the prevention of escalation by giving students choices between positive action and consequence, maintaining eye level with the student rather than standing in a dominating position, and keeping your tone of voice, level and calm. Further, literature has suggested that one contemplate the motive behind the behavior and proactively act to prevent further behavior of the aggressor. These and many more verbal and nonverbal actions can aid in the deescalation or further aggression. However, the art of de-escalation and intervention strategies reach far beyond the field of education. The information presented may also prove beneficial to parents and caregivers, in law enforcement and for other emergency responders as well as in social work.
Don’t Keep a Good Man Down: Intervention Strategies for Common Causes of Anger and Aggression
Seclusion and Restraint have been often used as intervention strategies in public schools for many years, and were not limited by law in Kentucky until 2012. 704 KAR 7:160 was the first legislation to respond to dangerous interventions being used in Kentucky’s public schools. This presentation summarizes common causes of anger and aggression in our students, and provides research-based strategies for intervention in all three phases of a behavior: antecedent (prior to the behavior, the escalation of a situation), behavior (during the aggressive behavior itself), and consequences (subsequent actions that occur as a response.) The concept is to provide strategies for educators and paraprofessionals to aid in the de-escalation of their student’s aggressive behaviors. The importance of this cannot be overstated especially in the area of special education where communication is the key to conquering setbacks. Literature reviewed has offered insight into the prevention of escalation by giving students choices between positive action and consequence, maintaining eye level with the student rather than standing in a dominating position, and keeping your tone of voice, level and calm. Further, literature has suggested that one contemplate the motive behind the behavior and proactively act to prevent further behavior of the aggressor. These and many more verbal and nonverbal actions can aid in the deescalation or further aggression. However, the art of de-escalation and intervention strategies reach far beyond the field of education. The information presented may also prove beneficial to parents and caregivers, in law enforcement and for other emergency responders as well as in social work.