Have you ever felt like it is challenging to help your child calm down during a large meltdown or behavior? Do you find yourself confused on what to expect and how to intervene? If you answered “yes” or have similar questions to these, you are not alone! It is common for children with Autism Spectrum Disorder (ASD) to engage in behavioral outbursts. It is also common for parents to express confusion or experience difficulty when their child engages in meltdowns. Although children can engage in similar behaviors, it is important to remember that there is no “one-size-fits-all” solution because each child is unique. Throughout this article, you will be provided with foundational knowledge relating to escalation cycles that can be applied to anyone (not just a child with ASD). You will be provided with general information regarding the cycle of escalation, the phases of the cycle, examples, behaviors appropriate for parents to engage in while their child is escalated, and suggestions for interventions. It is important to note that if you have specific questions about your child’s behaviors, please reach out directly to your clinician to receive detailed answers.

What is the cycle of escalation?

The cycle of escalation is commonly used to explain emotion and behavior during a crisis. The cycle of escalation can be applied to any person, regardless of age or disability status. It is important to remember that the cycle of escalation looks a little different for everyone. Remember that all emotions are okay, but not all behaviors are. For example, it is okay for your child to be upset with their sibling, but it is not okay for your child to hit their sibling. The cycle of escalation includes six separate stages that are typically broken down by color. They will be described briefly below, alongside some behaviors you can engage in to assist your child during each specific step.

* Reminder: Don’t forget to acknowledge your own triggers and escalation cycle when helping your child. Your behavior while your child is going through the cycle of escalation is very important. You may even want to consider having a few coping skills or self-care strategies prepared in advance.

Stage One: Baseline (Green)

Information: Baseline here refers to “normal” or typical behavior for the specific child, which can vary significantly depending on the individual. When in this stage, people are typically calm, relaxed, rationalizing, completing tasks, learning new skills, and having difficult discussions. This is usually when new skills are taught.

Example Interventions: Please note that these are just some interventions you could use that can assist you if behavior does occur (not a comprehensive list). If you imbed these interventions into a consistent routine each day, they are more likely to be effective.  Interventions can include making and following a schedule, ensuring your home is safe, identifying common triggers (based on past meltdowns), creating a safety plan for crises, and practicing and modeling coping strategies with your child when a crisis occurs.

Stage Two: Escalation (Yellow)

Information: Triggers are discussed in this phase and refer to things that may make a person feel upset, mad, or sad. When in this stage, behavioral warning signs are common and signal that intervention is needed before escalation to the next stage. Without effective coping skills, escalation into crisis occurs. 

Example Interventions: These are just some interventions you could use that can assist you if your child is in the escalation phase and does not include a comprehensive list. Interventions can include using short words and clear phases, trying to understand why your child is engaging in the behavior, modeling healthy coping skills for your child (deep breathing, talking a walk, sensory toys, etc.), and encouraging your child to problem solve.

Stage Three: Crisis (Red) or Crisis (Blue)

Information: When one is not able to cope effectively, crisis situations arise. The crisis stage is an unsafe time in which people are often impulsive and reckless. It is common for people to make poor decisions and engage in unsafe behaviors that could be dangerous to themselves, property, or others. When in crisis, adrenaline levels are high, which can also be physically challenging. Due to variations in individual behavior, there are two types of crises that have been identified during this time. The first crisis is externalizing (red), which includes behavior being directed at others and can include aggression or property destruction. The other crisis, internalizing (blue), occurs when behavior is directed towards themselves.

Example Interventions: During this time, you should only be focusing on ensuring the safety of everyone involved in the situation. You can do this by following your safety plan, having only one person communicate with the child, continuing to use short words or clear phrases, providing physical space (while still continuing to supervise appropriately), and ensuring your surroundings are as safe as they can be.

Stage Four: De-Escalation (Yellow)

Information: Once the crisis has occurred, it is now time to de-escalate and reenter the yellow area. Although this phase comes after the crisis, it can still be a volatile stage. It is important to remember that people are calming down and using the last of their adrenaline at this time. The time it takes to completely calm down varies per person, but it takes at least 30 minutes for most people’s bodies to return to baseline. With this knowledge, it is essential not to rush the phase because it could result in your child escalating into crisis again. 

Example Interventions: Please note that these are just some interventions you could use that can assist you if your child is in the de-escalation phase and does not include a comprehensive list. It is best at this time to use calming or coping skills. Some examples could include activities that use up energy (that are appropriate), using short words or phrases, modeling coping skills, or encouraging a distraction. It is vital that you do NOT try and problem solve or talk about what just happened with your child. There will be a time to problem solve if you choose to, but this is not the time.

Stage Five: Post-Crisis (Gray)

Information: Before getting back to baseline, it is common for people to have low energy and feel an array of emotions due to the crisis (embarrassment, guilt, hunger, etc.). It is not uncommon for the adrenaline to still impact the person and for the person to begin to feel physically and emotionally exhausted. 

Example Interventions: During this stage, the focus must be on caring for your child’s physical and emotional needs. You can do this by providing a snack or drink, continuing to provide space, and turning down the lights (to help relax). You will continue not to try and problem solve or talk about what just happened with your child.

Stage Six: Return to Baseline (Green)

Information: After recovering from the post-crisis “slump,” people tend to begin returning to baseline. They will become relaxed, stabilized, and able to have discussions. At this time, you can discuss the behavior with your child and put a special emphasis on preventing it from occurring again. 

Example Interventions: During this stage, you can follow through with consequences, problem-solving, and any discipline you may want to follow up on. You can do this by discussing the triggers that led to the behavior, coping skills that they tried (and did or didn’t work), brainstorming coping skills for the future, updating the safety plan, and/or discussing consequences/follow-up actions. Consequences should be natural and relate directly to the crisis.

Article written by: Madison Lee, BCBA, LBA