Avoid the power struggle
Avoid the power struggle
Embedded Files
Avoiding a powerful struggle....
Prevents behavioral escalation
Maintains control and expectations
Defuses escalation
Implementation
Implementation
Overview
A power struggle is when a confrontation occurs between a student and adult. A demand is typically placed on a student and they refuse, become defensive, or begin to escalate.
A student may be attempting to control the situation and maintain power through these actions.
Avoiding a power struggles requires placing a demand and staying calm while using a neutral tone.
If a student attempts to argue with a teacher, the teacher may repeat the expectation and walk away from the interaction as to not "feed" or "fuel the fire."
The teacher informs the student of expectations and the consequence of not meeting expectations
If student becomes argumentative, immediately walk away and call for support of predetermined adult or use planned ignoring.
Continue with instruction until adult arrives and interacts with student if student continues to escalate.
Core Components
Use of a calm neutral tone
Maintain composure
Proactive Implementation
In order to proactively avoid the power struggle setting clear expectations of the classroom and providing strategies to the educator are the priority. In establishing clear expectations for how situations are to be handled within the classroom, students can better understand what to expect. Supervising adults must understand the use of other tools such as wait time, if/then statements, & tone.
Responsive Implementation
When a student, group, or class are in need of redirection or correction of behavior then in order to avoid a power struggle, the supervising adult should discreetly use a calm neutral tone that clearly reminds the student of the expectation and disengages until the directive is complied.
Bucket Fits
Bucket Fits
Connection
If the need is connection then the use of a behavior response card may be used to better individually attempt to use the preferred method of engagement with a student.
Skills Training
If the need is skill building then the teacher may use an If/Then statement when correcting by offering a de-escalation strategy to the student.
Awareness
If the need is awareness then when addressing the behavior of concern, the teacher may use a statement that addresses the concern such as "You seem to be distracted. Why don't you take a break and return when you're ready."
Emotional Regulation
If the need is regulation then the teacher may use a method such as a teacher errand or timer to initiate a reason to remove the student
Considerations & Adaptations
Considerations & Adaptations
Consider Factors Prior to Start
Intensifying or Fading During
Student factors-
Gender, race, function, topography, family dynamics, interpersonal relationships
Contextual factors -
Resource availability, classroom instruction, physical space, time, technology
Duration
Frequency
Feedback
Reinforcement
Goals
REMINDER
Make a note to document when you're starting this intervention.
After 10 consecutive school days of implementation, use collected data to determine the intervention's effectiveness.
Resource
Resource
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