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Module: Addressing Disruptive and Noncompliant Behaviors (Part 1): Understanding the Acting-Out Cycle
Perspectives and Resources

Objectives

After completing the entire Perspectives and Resources section and reviewing the accompanying activities, you should:

  • Understand why general education teachers need to be able to effectively manage disruptive and noncompliant behaviors
  • Understand problem behaviors as occurring within an acting-out cycle
  • Know the phases of the acting-out cycle
  • Understand how to respond to students in different phases of the acting-out cycle

Ms. Rollison has a comprehensive behavior management plan in place. Why isn't it working for all of her students?
right arrow icon Page 1 Introduction

How can Ms. Rollison determine what behaviors she should address and when she should address them?
right arrow icon Page 2 Overview of the Acting-Out Cycle
right arrow icon Page 3 Phase 1–Calm
right arrow icon Page 4 Phase 2–Triggers
right arrow icon Page 5 Phase 3–Agitation
right arrow icon Page 6 Phase 4–Acceleration
right arrow icon Page 7 Phase 5–Peak
right arrow icon Page 8 Phase 6–De-escalation
right arrow icon Page 9 Phase 7–Recovery
right arrow icon Page 10 Practice with the Acting-Out Phases

Sources
right arrow icon Page 11 References
Additional Resources and Information
right arrow icon Page 12 Credits

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The IRIS Center
Special Education Resources for Inclusion,
Scientifically-Validated and Evidence-Based Instructional Strategies
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