Challenge
Initial Thoughts
Wrap Up
Assessment

Page 8: Crisis Plan

beh2_page08_01Once they are comfortable with the process of developing a statement of purpose, rules, procedures, and consequences, teachers should develop a crisis plan—a set of strategies for obtaining immediate assistance in the event of severe behavioral situations, such as when a student is out of control, potentially self-injurious, or possibly harmful to others. By developing preplanned and well-thought-out strategies for dealing with a behavior crisis, teachers can:

  • Increase the likelihood that they would respond effectively
  • Make it easier to gain control of a situation
  • Reduce the anxiety, fear, or frustration related to handling a crisis

Michael Rosenberg, a researcher and expert in behavioral interventions, explains why teachers should develop a behavior crisis plan to address potential out-of-control behavior (time: 1:13).

Michael Rosenberg

Michael Rosenberg, PhD
Professor of Special Education, Associate Dean of Research
Johns Hopkins University
Baltimore, MD

View Transcript

Transcript: Michael Rosenberg, PhD

Most teachers will not have to worry about facing a crisis in their classroom. For the most part, students, when they do engage in disruptive behaviors, tend to engage in minor attention-seeking types of actions. But on the rare occasions that a student may engage in a pretty severe acting-out behavior, one that threatens themselves or other students, it is very useful to have a behavior crisis plan. In many cases, these behavior crisis plans involve having a preselected series of actions of what you’re going to do if a student engages in a crisis type of action, such as throwing a dangerous object, jumping on desks, things like that. One might be a signal that one would have to go and get support from other people in the building. Another action might be a room-clear, where all of the other students know to clear the room to maintain safety for everyone involved.

To help her deal effectively with a given situation, a teacher’s crisis plan should address four questions. As you examine the behavior crisis plan to the right, notice how it addresses each of these questions.

Behavior Crisis Plan

  1. Send a student to the office with a crisis behavior card.
    x

    crisis behavior card

    An object used to inform office or other school personnel that a behavior crisis is underway. It should contain the teacher’s name and room number so that school personnel can respond quickly.

  2. Send the rest of the class to Mrs. Dawkins’ room.
  3. If possible, help the student in crisis to reestablish self-control.
  4. Bring the rest of the students back to class once the crisis has been addressed.
  5. Notify parents of incident.*

* Depending on school policy, this step might be completed by a school administrator.

  • Who will seek assistance?
    A designated student will seek assistance.
  • Who will be notified?
    Office personnel will be notified.
  • What do you want the rest of the students to do during the crisis?
    The rest of the class will go to Mrs. Dawkins’ room.
  • What will you do once the crisis is over?
    Once the crisis is over, the students will return to the room, and the teacher will contact the student’s parents.

Teachers can employ effective interventions to prevent a student’s behavior from escalating and to avoid a behavior crisis. For more information on these interventions, view the following IRIS Module:

Activity

pen_and_pad

As you have already learned, a well-thought out behavior crisis plan is crucial to the safety of your students. Click here to develop your own crisis plan.

Print Friendly, PDF & Email
Back