Preventing and Responding to Student Escalation: Combining De-Escalation Strategies and Function-Based Support

Chelsea Martel
Brian Cavanaugh, Ed.D.
University of Maine at Farmington

Abstract

Preventing and responding to intense problem behavior in schools is has garnered increased attention. With recent attention focused on the restraint and seclusion of students with disabilities, educators are in need of effective ways to respond to student escalations that result in severe, disruptive problem behavior. By combining the research-based approaches of de-escalation strategies and function-based supports, educators can increase the likelihood of developing proactive interventions and supports. This paper provides an overview of how to integrate and implement these research-based models of understanding challenging behavior.

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