Crisis Prevention Bonus Series Ep 3: Who Owns De-Escalation? Rethinking Adult Systems in School Safety and PBIS

Guest BiosDr. Ambra GreenDr. Ambra Green is an associate professor of special education within the Teacher and Administrator Preparation Department at The University of Texas at Arlington. She is a national scholar with publications and research focused on students of color with and at-risk for disabilities, issues related to inequitable school practices, behavior disorders, positive behavioral interventions and supports, and teacher use of evidence-based practices. Dr. Kathleen Strickland-CohenDr. Kathleen Strickland-Cohen is an associate professor in special education at the University of Utah. She has extensive experience conducting research with and training both preservice teachers and in-service district and school personnel in the implementation of multi-tiered systems of behavior support in schools. Her research interests include: designing inclusive educational environments, using efficient methods to train school professionals how to design individualized student behavior plans, and enhancing family-professional partnership within PBIS.Links to Additional ResourcesCreating Calm: 5 Ways to Prevent Big BehaviorsEp. 22: School-wide Strategies for Preventing Escalated BehaviorSlow the Climb: 4 De-escalation Strategies to Keep Behavior from Going DownhillEp. 23: How to De-escalate Student BehaviorQuestionsWhen schools think about de-escalation, what are they most often getting wrong—and why do we need to rethink who owns the work?What role do adult systems, policies, and practices play in preventing escalation before a crisis ever occurs?What are the strategies that you would recommend that other school leaders lean on within their PBIS implementation to strengthen their de-escalation efforts?