Identify the 7 steps of the LSI: - Isolate the conversation
Explore the student's point of view
Summarize the feelings and content
Connect the student's feelings and behavior
Alternative behaviors discussed
Plan developed/Practice new behavior
Enter the student back into the program
List the 6 different types of understanding responses that make up the verbal strategies
of Crisis co-regulation. - 1. Use understanding responses
2. Validate the student's emotions
3. Communicate that you understand the situation
4. Request the student do something to reduce stress- take walk, deep breathing
5. Give the student choices
6. Be apologetic for student's feelings (I'm sorry you are feeling sad)
List the 3 non-verbal strategies of Crisis co-regulation. - 1. Identify my feelings, identify
what the student feels/needs/wants
2. Use positive self-talk, take a deep breath, give the student space and time
3. Open and off center stance, step back
What are the 3 steps in the crisis co-regulation, "Help me help myself" process? -
What are the 4 elements of a potentially violent situation? - Trigger for violence
Target for the violence
Possible weapon
Level of stress or motivation of the student
A student who is wide-eyed, red-faced, acting disorganized and impulsively, has an
angry tone of voice and appears highly emotionally aroused is demonstrating
__________________ - Reactive aggression
Name the two types of aggressive behavior: - Reactive aggression- fight or flight,
triggered by stress or frustration, loss of control, emotions dominant
Proactive aggression- planned and used to obtain something, aggressor is in control,
reason dominant
When adult care-givers calm and soothe a young person through their interactions, this
process is called: - Co-regulation
, What are the 4 STRATEGIES of Emotional First Aid? - 1. Drain off Emotions- active
listening, reassuring/validating messages
2. Clarify the Events- Help students reinterpret the event keeping things in focus and
perspective
3. Maintain the relationship and lines of communication- express understanding of the
student's perspective
4. Remind the student of expectations and mediate the situation if necessary
What are the GOALS of Emotional First Aid? (Provide..., Resolve..., Keep...) - 1.
Provide immediate help and support to reduce emotional intensity
2. Resolve the immediate crisis
3. Keep the student in the classroom or activity
The key to successfully using behavior support techniques is to match them to student
____________ - Needs
List 8 Behavior Support Techniques
(M P T H C D R P) - A. Managing the Environment- where students/teachers are sitting,
who they are next to, tone of classroom, temperature, lighting
B. Prompting- begin a desired behavior or stop an inappropriate action
C. Caring Gesture
D. Hurdle Help- offering assistance so that the student can get past the difficult point
and then continue on alone
E. Redirection and Distraction- changing the activity, diverting a student's attention to a
substitute activity
F. Proximity- nearness
G. Directive statement- tell students what is expected of them, phrase in a positive,
assertive manner
H. Time Away
_________________________ are examples of emotional supports that reduce risk
and stress for students in the triggering and escalation stages of crisis. - Behavior
Support Techniques
Explain why it is so important to be aware of your facial expressions and tone of voice
during crisis communication: - Your facial expressions convey the most amount of
meaning in a crisis (55%), tone of voice (38%) conveys the second most meaning.
How does Active Listening support the student?
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