Steps for Verbal Aggression
1. When screaming or yelling occurs in isolation of physical aggression or self-injury, caregivers will divert eye contact and step back a few steps (if possible). If the student is sitting in his work chair, caregivers should move their chair to sit behind him. Do not give him direct eye contact during the screaming episode as this may reinforce the behavior.
2. After he has stopped screaming, wait fifteen full seconds, return eye contact and tell him “Use your words to tell me what is wrong”. If it is at all possible honor his request. If it is not possible offer an alternative. Praise him for using a quiet voice to tell you what he wanted or what was wrong. Remind him of what reward he is “working for” and what he must do to get it. Remind him of the next desired activity (paired after undesired or difficult activities) “First finish _____, then you ______”. Immediately return to the activity or action that was disrupted by the behavior. Initially this procedure may be lengthy. He may scream or cry for extended periods of time (e.g., 15-20 minutes) before calming down without attention. It is critical to wait until he has stopped screaming before engaging in any verbal or physical contact. Any attention given to him during a screaming episode will increase the likelihood that the screaming will repeat as a maladaptive behavior.
3. Never allow him to stop an undesired activity/action or remove a person as a result of screaming or yelling. This will reinforce future screaming to escape undesired tasks or people. Never allow him to gain a desired action, person or activity by engaging in aggressive behavior.
4. Constantly praise him when he is engaging in desired behaviors (e.g., good hands down, good quiet talking, good sitting, good walking etc.,).
5. The only exception to this response is engaging in immediate caregiver attention to comfort him when he is hurt (e.g., injured, procedures at doctor’s office) or afraid.
1. When screaming or yelling occurs in isolation of physical aggression or self-injury, caregivers will divert eye contact and step back a few steps (if possible). If the student is sitting in his work chair, caregivers should move their chair to sit behind him. Do not give him direct eye contact during the screaming episode as this may reinforce the behavior.
2. After he has stopped screaming, wait fifteen full seconds, return eye contact and tell him “Use your words to tell me what is wrong”. If it is at all possible honor his request. If it is not possible offer an alternative. Praise him for using a quiet voice to tell you what he wanted or what was wrong. Remind him of what reward he is “working for” and what he must do to get it. Remind him of the next desired activity (paired after undesired or difficult activities) “First finish _____, then you ______”. Immediately return to the activity or action that was disrupted by the behavior. Initially this procedure may be lengthy. He may scream or cry for extended periods of time (e.g., 15-20 minutes) before calming down without attention. It is critical to wait until he has stopped screaming before engaging in any verbal or physical contact. Any attention given to him during a screaming episode will increase the likelihood that the screaming will repeat as a maladaptive behavior.
3. Never allow him to stop an undesired activity/action or remove a person as a result of screaming or yelling. This will reinforce future screaming to escape undesired tasks or people. Never allow him to gain a desired action, person or activity by engaging in aggressive behavior.
4. Constantly praise him when he is engaging in desired behaviors (e.g., good hands down, good quiet talking, good sitting, good walking etc.,).
5. The only exception to this response is engaging in immediate caregiver attention to comfort him when he is hurt (e.g., injured, procedures at doctor’s office) or afraid.
