Understanding the Behaviour Cycle

In the latest data published on permanent exclusions and suspensions in England in 2021/22, the highest rate of suspensions and exclusions was for those who have SEN without an Education, Health and Care Plan (EHCP). The most common reason for suspensions and permanent exclusions in 2021/22 was ‘persistent disruptive behaviour’.[1]

To bring these figures down, we need to take a holistic and collaborative approach to understanding behaviour. By looking at the when and why, we can provide appropriate support for learners to addressing any barriers to education. A tool that we find is particularly effective in providing a person-centred response to reducing the risk of breakdown within our BeyondAutism Fast Responder® service, is the ‘behaviour cycle’.

Why is the behaviour cycle useful?

The primary aim of the behaviour cycle is to bring together a learner’s team through a workshop model. It helps to develop a consistent and person-centred understanding of the behaviours observed, and what strategies to introduce based upon which stage of the cycle the learner is in.

There are a number of other benefits of behaviour cycles:

• Team workshops allow for group reflection​, and can enhance team collaboration and support, which allows for greater consistency in the understanding and implementation of strategies.
• They are visual and can be used by the learner themselves.
• It allows you to identify early warning signs to implement strategies to prevent escalation.
• Can consider the team’s/parents’ own behaviour cycles, to reflect on where they may be within the cycle compared to the learner, and consider their own regulation strategies.

Implementing the Behaviour Cycle workshop

It is absolutely key that the behaviour cycle tools are created within a team workshop, with all team members present that support the learner. This is to ensure that all observations are captured, and a consistent understanding of the observations and supports are achieved.

Stage 1: Identify the perceived functions of behaviour

Prior to the workshop, the reasons behind the behaviour must first be identified. This is imperative, to ensure that the strategies put in place are effectively meeting the needs that the learner is communicating with their behaviour. If the strategies are not evidence-based upon the needs being communicated, they may result in an increase of behaviours that challenge, or fail to effectively support the learner’s environment, or teach the learner an alternative way of communicating their needs.

See our blog on identifying functions of behaviour for more information.

Stage 2: Behaviour Cycle; the observations

The aim of this stage is to review the observed behaviours across each of the stages/zones of the behaviour cycle. From calm/regulated/happy, to early warning signs, to the behaviours that challenge, and finally the regulating stage.

Green zone:

Consider what ‘calm, happy and regulated’ looks like for the learner. What activities might they be doing? Are there particular times of the day when the learner is in this space? Who are they typically with?

Other things to consider include; What and who is important to the learner? What are the learner’s individual strengths and interests? What are the learner’s facial expressions/body language/tone of voice that tell you they are in the green zone? Also consider this for those supporting the learner.

Yellow zone:

This zone represents the early warning signs that indicate that the learner may be moving away from a calm/regulated/happy space. It also considers the triggers and setting events that lead to the occurrence of the early warning signs and subsequent behaviours that challenge.

• Identify the triggers. These are the events that are most likely to ‘switch on’ the behaviours that challenge.
• Identify the setting events. These are internal states such as being hungry, tired, bored, or prior events that may impact on the learner’s coping when triggers are present.
• Identify the early warning signs that indicate that an escalation to behaviours that challenge is likely by considering the following;
  • What is the first sign that indicates the learner is moving away from the green zone?
  • Consider discrete signs, take a step back and observe.
  • Discuss the subsequent steps – it may be helpful to role play this.
  • Consider tone of voice and body posture of the learner and those supporting.
  • Do those supporting ask lots of questions/place demands/talk a lot?

Red zone:

The red zone is where the behaviours that challenge occur.

What does this look like to you, but also what does this look like from the learner’s perspective? Is there lots of talking from those supporting? Too many choices? Are they having physical restraint used or other restrictive practice? Do others come to support?

Could this be helping or maintaining the behaviour – thinking back to the functions of behaviour? Remember though, having a second person is needed for safeguarding, monitoring safety, and also to support the staff member supporting at that time.

Blue zone:

This is where the learner may be beginning to regulate and/or calm.

What are the first signs that indicate this move away from the red zone, then what subsequent signs are there? What does the environment look like that contributes to this? How are those supporting feeling?

Stage 3: Behaviour Cycle; the strategies

Once we’ve made our observations, it’s time to start working on strategies to support our learners. These must be based upon an understanding of what needs are being communicated through the behaviours, and be person-centred!

Green zone = Proactive strategies

These are the strategies that maintain a regulated, calm and happy space, that meet the learner’s needs, and prevent escalation.

Some examples that may be considered are below;

Relationships​

• Establish a key adult to build rapport and facilitate regular check-ins​
• Engage in the learners’ interests​
• Consider attention levels​; are they able to access and build positive relationships, and if so, how frequently?
• Social skill building; do the learners and their peers need support around navigating friendships?

Routine

• Visual supports (daily/weekly planners, activity schedules), timers, countdown strips​. Download some fantastic visual resources over in our resource hub.
• Incorporate interests, considering motivation – use now/next boards
• Choice built in where possible​

Regulation​

• Identify calming strategies, which should be built into routine e.g., sensory diet​
• Teach alternative skills e.g., to ask for a break when needed – designated safe space

Yellow zone = Active strategies  

By observing the triggers of changes in zones we can implement active strategies when early warning signs are observed.

Some examples may include;

• Redirection to other activities
• Engaging in interests​
• Low arousal approaches; reduce demands, monitor tone of voice/body posture to model ‘calm’, consider sensory input​
• Going through regulation activities/alternative communication​
• Validate and empathise​
• Using clear, reduced language

Red zone = Reactive strategies

The aim of reactive strategies are to keep the learner and others safe.

Strategies to consider here may include:​

• Giving space​
• Reducing language; using scripts to ensure language is consistent across all supporting​
• Scanning the environment for any potential risks​
• Seeking support for yourself and others if needed
• Show empathy: let the learner know you are there for them

Blue zone = Post-reactive strategies

Post-reactive strategies should be put in place to support regulation following an behaviours that challenge, with sensitive management.

Strategies to consider here may include:

• Self-check-in, are you ready to re-engage even if the learner is?​
• Re-engaging but keep language to a minimum​
• Restoring relationship – engage in interests​
• Gradually reintroducing the routine/visual supports and choice​
• Regulation tools​
• Avoid talking about the red zone here, it is unlikely that the learner is ready for any reflection.

To find out more about the behaviour cycle, take a look at our Lunch and Learn webinar on the subject below.

[1] Permanent exclusions and suspensions in England, Spring term 2021/22 – Explore education statistics – GOV.UK (explore-education-statistics.service.gov.uk)

[2] The Zones of Regulation | A Curriculum For Emotional Regulation