Understanding Behavior: A Framework for Intervention

Team Support

When behavioral episodes occur, having a proactive plan and team support is essential to keep everyone safe and regulated.

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Activities

What Could You Do to Promote Regulation?

Read the Carrie scenario below. Review the example plans of what staff could do proactively to support regulation for everyone, as well as the supports that staff could implement during the dysregulation to maintain safety and restore regulation.

Scenario:

Dinner can be an anxious event for Carrie. She can become dysregulated. She will scream at the DSP, kick the table, may throw objects, push food and dishes around and off the table, and eventually try to elope.

  • Get curious! Explore the reasons for dysregulation during dinner and then plan supports or modifications that address the possible reasons that Carrie struggles during this time.
  • Explore the possibility of GI discomfort when eating.
  • Plan for a calming activity prior to dinner.
  • Have a calm regulated person sit next to Carrie at dinner.
  • Show Carrie the items that will be served for dinner and have her select what she will eat.
  • Offer noise cancelling headphones and/or weighted lap pad before going to the table.
  • Plan Carrie’s space at the table so that she can easily step away as needed.
  • With Carrie’s input, identify a calming, safe location where she can go if she needs to leave the table and who will follow to support her.
  • Create visual cue cards or choice boards that Carrie can use during dinner to ask for assistance or for items that are regulating.

  • Remain calm and regulated.
  • Little or no verbal interaction. Do not ask any questions, including “What is wrong?” or “What do you need?”
  • Use gestures and non-verbal cues to communicate between staff members.
  • If there is a potential danger, ask others to leave the table while lowering their voices.
  • Move items on the table away from Carrie’s reach.
  • Model deep breathing.
  • Model using headphones.
  • Make available cue cards or a choice board to help Carrie communicate what she may need.
  • Have staff remain close to doors that lead outside.
  • Selected support staff remains with Carrie at the table until calm.
  • Maintain calm, positive facial expressions and body posture.
  • Do not attempt transition until Carrie is calm and has indicated she is ready to safely move.
  • As Carrie begins to regulate, offer visual choices of activities/items that help her continue to regulate and calm.

You Try It!

Review the scenarios below and consider the following with each:

  • What could you as a team member do proactively to support regulation for everyone?
  • What supports and strategies would you implement if the situation escalated due to increasing dysregulation in order to maintain safety and restore regulation?

Gym Class

Frank can become dysregulated during gym class; however, gym is also one of his favorite times of the day. When dysregulated, he lashes out at peers attempting to hit and kick anyone that gets close. He attempts to run into the gym office or under the bleachers.

Crowded Hallways

Enrique becomes dysregulated when transitioning in a crowded hallway. He refuses to move to another location and sits on the floor kicking at the wall and holding his hands over his ears.

Van Ride

Jan becomes dysregulated when she and a group of peers are traveling in a van to go shopping. After a long van ride through traffic, Jan begins yelling at others, hitting her head with her hands, and threatening to hurt others if they get close to her (although she has taken no action towards others).

Downloads

The Rage Cycle and The Team: A Checklist

A proactive plan to support youth during the Rage Cycle includes preparing team members for their roles during escalating situations. Use this checklist to review your proactive plans and identify areas that can be improved to enhance teaming and support.

Download The Rage Cycle and The Team: A Checklist