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This podcast is part of the series: De-escalating Crisis Situations in School
Robert Hudson and JoNell Comegys
Glenwood Autism and Behavioral Health Center, Birmingham, AL
In this second of five videos targeting how to de-escalate a crisis situation in the school setting, we delve into the behind the scenes information. In order to better understand crisis and how to de-escalate crisis situations it is helpful to identify things that could trigger a crisis situation. As those triggers are identified, we then have the opportunity to address them or modify situations to minimize those triggers for students. Also, we will talk about looking for the signs of anxiety that may precede acting out behavior of a student and how identifying these signs of anxiety can benefit you as you work with these stressed out students. And, finally, in this session we will have a conversation about the "why" behind behavior. At the completion of this session, we hope you can begin to recognize that crisis doesn't "just happen" and students (or others) don't "just behave that way" for no apparent reason. As we begin to see the triggers and recognize the anxiety signs, we can intervene in a calm manner and teach coping skills that may be implemented by the student in the future.
Please contact Robert Hudson 205-410-1576 for more information.
This project was made possible through collaboration with the Alabama Department of Education, Special Education Services.
Content Areas: Professional Development
Alabama Course of Study Alignments and/or Professional Development Standard Alignments:
AQTS_2.C.1: Learning Environment [Knowledge of norms and structures that contribute to a safe and stimulating learning environment.]
AQTS_2.C.3: Learning Environment [Ability to develop a positive relationship with every student and to take action to promote positive social relationships among students, including students from different backgrounds
AQTS_2.D.10: Instructional Strategies [Ability to use strategies that promote the independence, self-control, personal
responsibility, and self-advocacy of all students.]
AQTS_2.D.9: Instructional Strategies [Ability to use questions and questioning to assist all students in developing skills and
strategies in critical and high order thinking and problem solving.]
AQTS_2.E.11: Assessment [Ability to engage all students in assessing and understanding their own learning and behavior.]
AQTS_3.A.4: Oral and Written Communications [Ability to model appropriate oral and written communications.]
AQTS_3.A.5: Oral and Written Communications [Ability to demonstrate appropriate communication strategies that include questioning and
active and reflective listening.]
AQTS_4.A.1: Cultural, Ethnic and Social Diversity [Knowledge of the ways in which student learning is influenced by individual experiences and
out-of-school learning, including language and family/community values and conditions.]
AQTS_4.A.2: Cultural, Ethnic and Social Diversity [Knowledge of cultural, ethnic, gender, linguistic, and socio-economic differences and of
how these may affect individual learner needs, preferences, and styles.]
AQTS_4.A.5: Cultural, Ethnic and Social Diversity [Ability to communicate in ways that demonstrate sensitivity to diversity such as appropriate use of eye contact, interpretation of body language and verbal statements, and acknowledgement of and responsiveness to different modes of communication and participation.]
AQTS_5.A.9: Collaboration [Ability to communicate and collaborate effectively with colleagues, students, parents, guardians, and significant agency personnel who are included and valued equally as partners.]