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ERIC Number: EJ1129816
Record Type: Journal
Publication Date: 2016
Pages: 13
Abstractor: As Provided
ISSN: EISSN-2325-7466
Preventing and Responding to Student Escalation: Combining De-Escalation Strategies and Function-Based Support
Martel, Chelsea; Cavanaugh, Brian
Journal of the American Academy of Special Education Professionals, p31-43 Win 2016
Preventing and responding to intense problem behavior in schools 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.
American Academy of Special Education Professionals. 3642 East Sunnydale Drive, Chandler Heights, AZ 85142. Tel: 800-754-4421; Fax: 800-424-0371; e-mail:; Web site:
Publication Type: Journal Articles; Tests/Questionnaires; Reports - Descriptive
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A