Student: Tommi Forrester

ESCALATION PROFILE SNAPSHOT

Date of Birth: Developed by St Lawrence’s Primary School July 2018
20/3/2014
School: St Lawrence’s Primary
School
Year Level: Pre-Primary
Teacher: CALM AGITATION ACCELERATION PEAK DE-ESCALATION RECOVERY
Mrs Maddy Dent
BEHAVIOURS (Looks like)
Ed Assistant: Miss Kate Healey - Happy - Starts to roll and crawl - begins to growl at others - swearing increases - Begins to comply - compliant
- Friendly – makes eye around the room -puts head between his - tone of voice changes - takes himself to his - on task
Tommi’s Strengths, Preferences or Interests contact - Off –task legs - believes that things are
- Follows rules/instructions - Calling out and making -begins complaining and unfair
calm down zone - Apologises
 Helpful – enjoys being given special - Will engage in activities and silly noises avoidance behaviours - makes threats of harm to - May be responsive to - Blame projection
responsibilities stay on task -disengages with others -begins to make more eye self and others concrete directions
- Joining in with mat sessions -facial expression changes contact - trashes area closest to - Joins back into class
 Construction – blocks, lego etc
-laughing – scrunches face -tracks the teacher him activity
 Enjoys playing imaginary games outside -able to make mistakes and - goes red - distracts others by tapping - begins to hit and punch
 Kinesthetic learner – enjoys hands on learning take corrections - begins shaking or invading their space himself
- Sometimes tears
experiences -responsive to praise - clenches fists - running away - Will not take in any - Blames others
-body language is hands/feet - begins talking fast - clenching of teeth positive feedback/ re- - Appears upset
to self and sitting still - Picks his nose and eats - body tenses enforcement
it obsessively - begins swearing

- Good choice board Tommi’s Self –Regulation
- Smiley face goal -Light swearing – ignore
- encourage calm - Walks to calm down space
Ideal Learning Conditions for Tommi environment – take deep Calm down cup
breaths Sensory Strategies
- Teach self-regulation - Strokes weighted crocodile
- 5 minute learning spurts strategies “Mr Croc”
- When and then strategy i.e. “When you - Allow transition time from Co-Regulation
complete this you can…” activity to activity or break to -Use the swing
- One on one time with teacher or EA class. - Regulate breathing (pom
- All students need to be learning with no - Keep STUDENT close pom and straw/ pin wheel)
free play available - Give appropriate achievable - Provide Choices/options
- Calm classroom choices for work. Maximum of - Use ‘Start” instead of ‘stop’
three choices directions
- When and then strategy - ‘I see you need help with
(e.g. stopping the activity,
moving to the mat, cleaning
up) – instead of giving
warnings, help him comply
with the request.
- Co-regulate through
validating his emotions “I
can see that you are very
Hypothesised Triggers or Setting Events angry/sad/frustrated”
- Calm voice neutral
 When he is asked to comply with an activity/task tone/neutral
that is non-preferred. expression/body language
 Unstructured classroom - Follow through on
 Following rules/asked to something he doesn’t instructions/directions
want to - Provide distraction toys
 Often feels threatened and perceives injustice – (bubbles, basketball
which triggers flight/fight response. game toy, swishy ball etc)
STRATEGIES
Co-Regulation
-Use the swing
- Regulate breathing
- Provide immediate help
and support
- resolve the immediate
crisis
- Use calm, neutral voice,
neutral facial expression
and body language
-use calm down cup
-breathing
- Reinforce positive choices
- Call office to give “heads
up”
- Use team teach help
scripts
-Request support and/or
Change of face
- Provide distraction toys
– (bubbles, basketball
game toy, swishy ball
etc)
- Walk and talk – EA take
Tommi to do a job at the
office etc
- Call office for help
-Remove from class (to the
office) or evacuate class
- Use team teach help
scripts
-Request support and/or
Change of face
- Use calm, neutral voice,
neutral facial expression
and body language
- open posture
- Keep at a safe distance
- Guide away from focus
(swing, distraction toys
etc)
- Use simple directional
instructions
-positive instruction only
- Focus on removing
excess attention
- Allow appropriate take up
time
- Offer a quiet non-
demanding activity or
preferred activity
- Talk about what he did
well
-offer option of swing/walk
- Give him a purposeful task
(e.g. counting activity or job
for the teacher)
- Debrief, problem solve and
develop a plan with the
student for better future
behaviour
- Use restorative justice
questions (i.e. what
happened? who was hurt?
what do I need to do to make
things better, what do I have
to do next?)
- Reinforce displays of
appropriate behaviour
- Follow through with
consequences for problem
behaviour (or wait till calm)

AVOID
- setting low expectations - Not following through - Too much verbal - Talking - Try and teach emotions or - Situations/triggers that
- Offering too many choices - Raising voice - Physical contact and - Physical contact and close appropriate way of dealing could re-escalate behaviours
- Use of too much - Appearing angry getting into his personal proximity if possible with bullying
prompting/assistance space - Physical restraint - Threaten consequences
- too much talk - Avoid power struggles. - Avoid giving in - Lots of verbal
Give Choices. - Raising voice - Forcing apology at this
- Appearing angry - Appearing angry stage
- Raising voice