steve vitto nsu diffusion, de-escalation and approve restraint

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NSU CRISIS PREVENTION NSU CRISIS PREVENTION TRAINING (CPI)TRAINING (CPI)

BREAKING DOWN THE WALLSBREAKING DOWN THE WALLS

Presented by: Steven Vitto, M.A., CCII., CTCI., MIBLSI Coach, Behavior Specialist, Muskegon Area ISDPresented by: Steven Vitto, M.A., CCII., CTCI., MIBLSI Coach, Behavior Specialist, Muskegon Area ISD

Certified Self Defense Instructor in TCI, CPI, Davereuz Emergency Intervention Training, N.A.P.P.I.Certified Self Defense Instructor in TCI, CPI, Davereuz Emergency Intervention Training, N.A.P.P.I.

NONVIOLENT CRISIS NONVIOLENT CRISIS INTERVENTION TRAINING INTERVENTION TRAINING

PROGRAMPROGRAMCPICPI

Presented by:Presented by:

Steven Vitto , M.A., CCII.Steven Vitto , M.A., CCII.

Behavioral SpecialistBehavioral Specialist

M.A.I.S.D.M.A.I.S.D.

NSU, OCTOBER, 2011

AndrewAndrew

11 years old11 years old

Died from traumatic asphyxia and chest compression.

Face-down restraint with arms crossed over chest.

AngieAngie


Stopped breathing after being placed in prone restraint position.

Death being ruled a homicide

ChaseChase


Asphyxiation by a prone restraint

He was restrained for refusing to stop talking and not following instructions.

According to an autopsy he died after suffocating on his own vomit.

ChrisChris


Asphyxiation by prone restraint

He was restrained 4 times

…in his last 24 hours

EdithEdith


Restraint Asphyxia – She was looking at a family photograph when a male aide instructed her to hand over the "unauthorized" personal item. The dispute escalated into a face-down floor restraint

GarethGareth


Died of asphyxiation by a prone restraint

Restrained by three staff members on his 4th day at the facility

JonathanJonathan

13 years old13 years oldRestrained in a van while staff were running errands.

Though he was clearly having difficulties breathing they continued running their errands…

for another 1½ hours.

MarkMark


Asphyxiation while being forcibly

restrained by 3 staffin a prone position

TravisTravis


The autopsy indicated he died because of the face-down on the ground restraint.

Restrained 1½ hours.

Denied request for asthma meds.

RobertRobert


Asphyxiation while restrained after a dispute about his…

missing teddy bearmissing teddy bear

He was restrained for 10 minutes, face down on the floor. The staffer who restrained the boy left him lying, unresponsive, on the floor

RealityReality

142 deaths in the US from 1988 – 1998 due to S/R, 142 deaths in the US from 1988 – 1998 due to S/R, reported by the Hartford Courant reported by the Hartford Courant (Weiss et al, 1998)(Weiss et al, 1998)

111 fatalities over 10 years in New York facilities due 111 fatalities over 10 years in New York facilities due to restraints to restraints (Sundram, 1994 as cited by Zimbroff, 2003)(Sundram, 1994 as cited by Zimbroff, 2003)

At least 16 children At least 16 children (<18 y.o.)(<18 y.o.) died in restraints in Texas died in restraints in Texas programs from 1988 – 2002, reported by local mediaprograms from 1988 – 2002, reported by local media

(American-Statesman, May 18, (American-Statesman, May 18, 20032003))

At least 14 people died and at least one has become At least 14 people died and at least one has become permanently comatose while being subjected to S/R permanently comatose while being subjected to S/R from July 1999 to March 2002 in California from July 1999 to March 2002 in California (Mildred, (Mildred, 20022002))

RealityReality

50 to 150 deaths occur in the US each year due 50 to 150 deaths occur in the US each year due to S/R estimated by the Harvard Center for Risk to S/R estimated by the Harvard Center for Risk AnalysisAnalysis (NAMI, 2003)(NAMI, 2003)

Federal Office of the Inspector General Federal Office of the Inspector General identified 42 of 104 (42%) SR deaths from identified 42 of 104 (42%) SR deaths from 08/99 – 12/04 were not reported.08/99 – 12/04 were not reported. (OIG, 2006)(OIG, 2006)

The United States Government The United States Government Accountability Office- Accountability Office-

TestimonyTestimonyBefore the House of Before the House of

Representatives, 2009Representatives, 2009 Children with disabilities were more likely Children with disabilities were more likely

to suffer death as a result of seclusion and to suffer death as a result of seclusion and restraint.restraint.

These children were sometimes restrained These children were sometimes restrained and secluded even when they did not and secluded even when they did not appear to be aggressive without parental appear to be aggressive without parental consent.consent.

Face down and other restraints that block Face down and other restraints that block air to the lungs can be deadly.air to the lungs can be deadly.

Teachers and staff in these cases were often Teachers and staff in these cases were often NOT trained in the use of these techniques.NOT trained in the use of these techniques.

The ResearchThe Research

Over 85% of restraints, management, seclusion, Over 85% of restraints, management, seclusion, begin with students refusing to follow a staff begin with students refusing to follow a staff direction.direction.How staff deal with this noncompliance plays a big How staff deal with this noncompliance plays a big part in whether the student’s behavior diffuses or part in whether the student’s behavior diffuses or escalates.escalates.There is no research supporting the use of forced There is no research supporting the use of forced compliance as a behavioral change strategy.compliance as a behavioral change strategy.There is a significant increase in children with ODD, There is a significant increase in children with ODD, ADHD, ASD, Social Maladjustment, Down Syndrome ADHD, ASD, Social Maladjustment, Down Syndrome in our schools.in our schools.Staff need to be trained in how to deal with Staff need to be trained in how to deal with oppositional, defiant and aggressive behavior.oppositional, defiant and aggressive behavior.Most staff have little training in this area.Most staff have little training in this area.

SUPPORTING STUDENT BEHAVIOR:Standards for the Emergency Use of Seclusion and Restraint

Nothing in this policy is intended to conflict with or limit the use of the “reasonable physical force” permitted in Act 451 of 1976, Section 1312(4), otherwise known as the Corporal Punishment Act.

Positive Behavior SupportsPositive Behavior Supports

the most effective strategies for supporting positive student behavior begin with meaningful instruction

provided by highly trained professionals in a safe environment which promotes dignity for all students;

school-wide systems of positive behavioral support to address challenging behavior will increase instructional time for all; and

seclusion or restraint should be used only in an emergency and requires diligent assessment, monitoring,documentation, and reporting by trained personnel

PBS emphasizes behavior that encourages learning by:

building relationships; creating routines; teaching skills/rules/expectations; identifying replacement behaviors for behaviors thatinterfere with learning; making problem behavior less effective, efficient, andrelevant; and making the desired behavior more functional andadaptive.

A. Training Framework

A comprehensive training framework includes:

awareness training for the broader educational community,

including pre-service training for all teachers;

awareness training for substitute teachers; and

comprehensive training for key identified personnel

B. Training Components

All training must include: proactive practices and strategies that ensure the:

dignity of students; conflict resolution; mediation; social skills training; de-escalation techniques

C. Comprehensive Training for Key IdentifiedC. Comprehensive Training for Key IdentifiedPersonnelPersonnel

A local educational agency (LEA) will identify sufficientA local educational agency (LEA) will identify sufficientkey personnel to ensure that trained personnel are availablekey personnel to ensure that trained personnel are available

for an emergency situation. Before using seclusionfor an emergency situation. Before using seclusionor restraint with students, key identified personnel whoor restraint with students, key identified personnel whomay have to respond to an emergency safety situationmay have to respond to an emergency safety situation

must be trained in:must be trained in:

proactive practices and strategies that ensure the dignity of students;

conflict resolution;social skills training;de-escalation techniques;positive behavior support strategies;techniques to identify student behaviors that may

trigger emergency safety situations;related safety considerations, including information

regarding the increased risk of injury to students and staff when seclusion or restraint is used;

instruction in the use of seclusion and restraint;types of seclusion;types of restraint;

Discussion on RestraintDiscussion on Restraint

Continuum of School-wide PBS

Impact of School-wide PBS on Seclusion and Restraint

Implementation of a school-wide system will ensure that seclusion and restraint are used only as a last resort method. Encourages learning by building relationships; Teaches skills/rules/expectations; Identifies replacement behaviors that interfere

with learning; Makes problem behavior less effective; Makes desired behavior more functional and

adaptive.

Are classroom response cost systems

contributing to defiance and aggression? Response to Intervention Are we using evidenced based classroom behavior

management systems at the universal level? Are classroom response cost systems evidenced based? Is there a balance, better yet, an overbalance of Positive Incentives and Feedback for Desired Behavior?

When universal consequences (e.g., Classroom Response Cost System) are not effective, or when they trigger an escalation of behavior, do we differentiate our approach?

Are we over-relying on classroom response cost systems to manage student behaviors?

Awareness of Potential Awareness of Potential for Violencefor Violence

Early Warning SignsEarly Warning Signs

(threatening,heightened anxiety)(threatening,heightened anxiety) Other IndicatorsOther Indicators

(ADD/ADHD,EI,CD,ODD,etc.)(ADD/ADHD,EI,CD,ODD,etc.) Brain Development: “The Amigdila”Brain Development: “The Amigdila”

ATTACHMENT DISORDERATTACHMENT DISORDER

OPPOSITIONAL DEFIANCE DISORDEROPPOSITIONAL DEFIANCE DISORDER

CONDUCT DISORDERCONDUCT DISORDER

ATTENTION DEFICIT HYPERACTIVITY DISORDERATTENTION DEFICIT HYPERACTIVITY DISORDER

EMOTIONAL IMPAIRMENTEMOTIONAL IMPAIRMENT

ANXIETY DISORDERSANXIETY DISORDERS

FETAL ALCOHOL SYNDROMEFETAL ALCOHOL SYNDROME

ASPERGERS SYNDROMEASPERGERS SYNDROME

COGNITIVE IMPAIRMENTCOGNITIVE IMPAIRMENT

OPPOSITIONAL DEFIANCE DISORDER

Where it Comes From…

Aggressive behavior is learned and maintained in a manner similar to other behaviors.

Three important factors to consider include modeling, positive reinforcement, and negative reinforcement.

Aggressive students often exhibit deficits in social information processing-I.e. often misinterpreting social cues and misassigning hostile intent to others

Understanding Aggressive Behaviors Reactive Aggression

Affective or expressive aggression Loss of control and emotional flooding Emotions are dominant

Proactive Aggression Instrumental or operant aggression Goal oriented Cognitions are dominant

TCI TRAINING [11]

Traumatic or not???

An explanation of the diagram can be found on the slides that follow.

The Conflict Cycle

RAPID ASSESSMENTRAPID ASSESSMENT

THE ENVIRONMENTTHE ENVIRONMENT THE AGITATED INDIVIDUALTHE AGITATED INDIVIDUAL YOUYOU

The number one reason student’s The number one reason student’s loose control…loose control…

Perception of being treated unfairlyPerception of being treated unfairly

Learn the student’s triggers

Contra-Indicated Behaviors Strategies for the Oppositional Student

Ultimatums Strict Boundaries: Drawing the Line in the Sand Counts, Warnings, Threats Being touched Prolonged Eye-Contact Infringing on Personal Space Social Disapproval Judgmental Responses Response Cost and Punishment Strict Boundaries or Contracts

Myth

“You only hurt the ones you love…”

MODELING

THE CPI WORKBOOK

Due Care for Participants (page 5) Program Objectives (page 6) Integrated Experience (page 7) Care, Welfare Safety, and Security

Stages of Crisis DevelopmentStages of Crisis Development

STAGE 1.

1. ANXIETYAPPROPRIATE STAFF RESPONSE:APPROPRIATE STAFF RESPONSE:

SUPPORTIVE

Page 7

Reduce agitation in a demand Reduce agitation in a demand situation….situation….

1. Communicate concern

2. Allow the student time and a place to calm

3. Give student choices and options

4. Consider history student and knowledge of what is calming for them

Page 7

STAGE 2.STAGE 2.

2. DEFENSIVE (refusing, arguing, name-calling, threatening) APPROPRIATE STAFF RESPONSE:

DIRECTIVE (setting limits, giving choices)

Page 7

DEFENSIVE STAGE

STAGE 3

3. ACTING OUT PERSON APPROPRIATE STAFF RESPONSE: NONVIOLENT PHYSICAL CRISIS INTERVENTION

ACTING OUT PERSON

Reactive = Traumatic

Proactive = Goal Oriented

Stage 4

4. Tension Reduction

APPROPRIATE STAFF RESPONSE:

THERAPEUTIC RAPPORT

Proxemics/Kenesics

The invisible bubble Nonverbal communication Triggers

Page 8

SUPPORTIVE STANCE

Three reasons for using the supportive stance:

1. HONORS PERSONAL SPACE1. HONORS PERSONAL SPACE

2. ESCAPE ROUTE2. ESCAPE ROUTE

3. NONTHREATENING3. NONTHREATENING

Page 8

ParaverbalParaverbal ToneTone Volume Volume CadenceCadence

THE DEFENSIVE STAGE

Remember your goal during the Defensive Stage

DIFFUSE AND DE-ESCALATE STATE CALM AN PROFESSIONAL AVOID EMOTIONAL AND JUDGMENTAL

RESPONSES REMEMBER YOUR TRIGGERS OBTAIN BACK UP SUPPORT ISOLATE WHENEVER POSSIBLE DON’T TAKE THINGS PERSONALLY

Student Arguing with StaffThe F.A.S.T.

Withdrawing from Power StrugglesWithdrawing from Power Struggles

The F.A.S.T. Program

THE VERBAL ESCALATION CONTINUUM

Questioning Refusal Release Intimidation Tension Reduction

Page 9

QUESTIONING

ANSWER THE QUESTIONANSWER THE QUESTION PLANNED IGNORINGPLANNED IGNORING ADEQUATE RESPONSE TIMEADEQUATE RESPONSE TIME ALLOW SPACE AND TIMEALLOW SPACE AND TIME DO NOT ARGUEDO NOT ARGUE RESTATE THE LIMITRESTATE THE LIMIT

REFUSAL

DON’T ARGUE SET LIMITS EVALUATE HISTORY CONSIDER CALLING FOR HELP RESPONSE TIME ENFORCE LIMITS

RELEASE OR NAMECALLING

REMAIN CALM AND PROFESSIONALREMAIN CALM AND PROFESSIONAL DON’T TAKE COMMENTS PERSONALLY EVEN IF DON’T TAKE COMMENTS PERSONALLY EVEN IF

THEY HURTTHEY HURT ALLOW VENTINGALLOW VENTING ISOLATE IF POSSIBLEISOLATE IF POSSIBLE SET LIMITSSET LIMITS CONSIDER CALLING FOR ASSISTANCECONSIDER CALLING FOR ASSISTANCE

INTIMIDATION OR THREATENING DON’T RUN TAKE THREATS

SERIOUSLY STAY CALM &

PROFESSIONAL DO NOT RESOND TO

THREATS STATE LIMITS DIRECT TEAM ASSESS

ENVIRONMENTPAGE 9

SETTING LIMITSSETTING LIMITS

KEYS TO SETTING LIMITSKEYS TO SETTING LIMITS

1. SIMPLE, REASONABLE, ENFORCEABLE1. SIMPLE, REASONABLE, ENFORCEABLE

2. DO’S AND DON’TS2. DO’S AND DON’TS

3. WHEN TO CALL FOR HELP3. WHEN TO CALL FOR HELP

Setting LimitsSetting Limits

Present the expected behavior and logical consequence as a decision and place responsibility on the student.

Always lead with the positive outcome that will occur if the student make the choice to calm down or follow directions.

Allow a few seconds for the student to decide. Withdraw from the student and attend to other

students. Limit direct eye-contact. Follow though with limits established.

THE THREE DON’TSTHE THREE DON’TS

Avoid touching the person

(verbal = verbal)

Avoid Ultimatums

Avoid crowding or trapping

How to get someone to leave

Consider focus of anger Problem or solution Remember your goal

How to avoid physical contactHow to avoid physical contact

Remove triggering stimulusRemove triggering stimulus Calmly explain limitsCalmly explain limits Select a staff (or peer) who has a calming influenceSelect a staff (or peer) who has a calming influence Select a novel or neutral partySelect a novel or neutral party Bait to open areaBait to open area Remove other studentsRemove other students Call home or policeCall home or police

Verbal Intervention Tips

DO Remain calm Isolate the situation Enforce limits Listen Be aware of non-verbals

DON’T Overreact Get in a power struggle Make false promises Fake Attention Be threatening

EMPATHIC LISTENING

1.Be nonjudgmental

2.Give Undivided Attention

3.Listen Carefully to what the person is really saying

4. Allow silence for reflection

5. Use re-statement to clarify messages

PAGE 10

PRECIPITATING FACTORS

FUNCTIONAL ASSESSMENT

Functional Assessment

Identifies triggers

(sets the stage for evidence based practice) Identifies Approach Concerns Makes a Hypothesis About Motivation Helps to Establish Preventative Strategies

““If you know If you know why, you can why, you can figure out figure out how….”how….” W. Edward W. Edward DemingDeming

SHANE’S MOTIVATION

RATIONALE DETACHMENT

OUR ABILITY TO MAINTAIN A THERAPEUTIC APPROACH

“The Clean Slate”

Integrated Experience

Recognizing your part in the Conflict Cycle Staying Calm and Professional

Staff FearStaff Fear

Unproductive responsesUnproductive responsesProductive ResponsesProductive Responses

STAGE 3.STAGE 3.

AGGRESSIVE/DESTRUCTIVE APPROPRIATE STAFF RESPONSE:APPROPRIATE STAFF RESPONSE:

NONVIOLENT PHYSICAL NONVIOLENT PHYSICAL

INTERVENTIONINTERVENTION

REASONABLE FORCEREASONABLE FORCE

MICHIGAN SCHOOL CODEMICHIGAN SCHOOL CODE CORPORAL PUNISHMENTCORPORAL PUNISHMENT DOCUMENTATIONDOCUMENTATION SELF DEFENSESELF DEFENSE

Exercise Great Caution

What is not reasonable force.

Deliberate infliction of pain.Deliberate infliction of pain. Forced exercise or uncomfortable position.Forced exercise or uncomfortable position. Dragging someone who is noncompliant but not Dragging someone who is noncompliant but not

dangerous or in danger.dangerous or in danger. Not using safe physical management techniques.Not using safe physical management techniques.

There are three possible outcomes of crisis:

Staff student relationship is improved

The staff student relationship is unchanged

The staff student relationship is damaged

STAGE 3.STAGE 3.

AGGRESSIVE/DESTRUCTIVE APPROPRIATE STAFF RESPONSE:APPROPRIATE STAFF RESPONSE:

NONVIOLENT PHYSICAL NONVIOLENT PHYSICAL

INTERVENTIONINTERVENTION

TERMS

What is restraint? What is physical management? What is physical assistance? What is a physical escort? What is mechanical restraint? What is seclusion? What is time-out? What is an emergency? What is imminent danger?

Use of Emergency Restraint

A behavior that requires immediate intervention constitutes an emergency. Emergency restraint must be used only under emergency situations and if essential. An emergency that may require the use of restraint includes behavior that: poses an imminent risk to the safety of an individual student; poses an imminent risk to the safety of

others; or is otherwise governed by The Revised School Code, 1976 PA 451, otherwise known as the Corporal

Punishment Act.

Physical Restraint involves direct physical contact

that prevents or significantly restricts a student’s movement. Restraint is a last resort emergency safety

intervention. Restraint is an opportunity for the student to regain self-control. This policy on physical

restraint is not intended to forbid actions undertaken: to break up a fight; to take a weapon away from a student; as the brief holding by an adult in order to calm or comfort; as the minimum contact necessary to physically escort a student from one area to another;

to assist a student in completing a task/response if the student does not resist or resistance is minimal in intensity or duration; or

to hold a student for a brief time in order to prevent an impulsive behavior that threatens the student’s immediate safety (e.g., running in front of a car).

Mechanical Restraint

means the use of any device, article, garment, or material attached to or adjacent to a student’s body that restricts normal freedom of movement and that cannot be easily removed by a student.

Mechanical restraint does not include: an adaptive or protective device recommended by

a physician or therapist (when it is used as recommended); or safety equipment used by the

general student population as intended (for example, seat belts, safety harness on school transportation).

An LEA must ensure that substitute teachers are informed of all local emergency procedures, including the emergency use of seclusion and restraint.

REASONABLE FORCEREASONABLE FORCE

MICHIGAN SCHOOL CODEMICHIGAN SCHOOL CODE CORPORAL PUNISHMENTCORPORAL PUNISHMENT DOCUMENTATIONDOCUMENTATION SELF DEFENSESELF DEFENSE

Use of Physical Force under the Corporal Punishment Statute

In maintaining order and control, a person may use physical force upon a student: To restrain or remove a pupil whose behavior is

interfering with the orderly exercise and performance of school functions if the pupil has refused to comply

For self-defense or defense of another To prevent a student from inflicting harm on self To quell a disturbance that threatens physical injury To obtain possession of a weapon or other dangerous

object To protect property

Trigger = a pattern of behavior requiring the use of restraint

Documented steps for EIP: Detail the emergency plan Ask if a known medical condition contraindicates

restraint Conduct peer review by knowledgeable staff

Emergency Intervention Plan (EIP)for Restraint

Duration

Seclusion: No longer than needed

to allow student to regain control

Elementary = no more than 15 minutes

Middle / High School= no more than 20 minutes

If more time is needed, add support staff and document to explain time extension

Restraint: No longer than needed

to allow student to regain control, but generally no longer than 10 minutes

If more time is needed, add support staff and document to explain time extension

Documentation and Reporting

Seclusion: Document each use of

seclusion and reason for use

Document in writing and report immediately to building administrator

Verbally report to parent/guardian immediately or ASAP

Provide written report to parent within 24 hours

Restraint: Document each use of

seclusion and reason for use

Document in writing and report immediately to building administrator

Verbally report to parent/guardian immediately or ASAP

Provide written report to parent within 24 hours

Best Practice

If you are going to put your hands on a student to move them against their will, or to inhibit their movement, it should only be when that student is presenting a physical danger to others, or is severely disrupting the school environment.

PERSONAL SAFETY TECHNIQUES Strike-a weapon coming in contact with a target Grab-obtaining control over part of someone's

anatomy and trying to injure or destroy it. CPI’s Principals of Personal SafetyStrike1.move2.blockGrab1.Weak point2.Momentum2.Leverage

Page 13

Personal Safety Techniques

Supportive Stance Danger Zone> Safety Zone Deflecting a punch Kick Block One Hand Wrist Grab Release Two Hand Wrist Grab Release Two Hands or Two Arms Front and Back Choke Bar Arm Choke Hair pull Release Bite Release

Nonviolent Crisis Intervention

CPI Children’s Control Position TCI – Seated child basket wraps Deveruex Two Arm Control Safety Position Daveruex Bear Hug Control Position CPI Transport Position CPI Interim Control Position Daveruex Basket Wrap Assist Daveuex Carry Prone and Supine Restraint Concerns

Team Interventions

Crisis Response Team Team versus Solo 1. Professionalism 2. Safety 3. DocumentationTeam Leader1. Confident2. Competent3. Knows the AOP

Page 19

Team Leader Duties

1. Assess the situation

2. Develop a Plan

3. Direct the Team

4. Communicate with the AOP

The Letting Go Process

Auxiliary Team Members

1. Check

2. Address

3. Recognize

4. Engage

STAGE 4STAGE 4

TENSION REDUCTION (CALMING)TENSION REDUCTION (CALMING) APPROPRIATE STAFF RESPONSEAPPROPRIATE STAFF RESPONSE

THERAPEUTIC RAPPORT

(OBJECTIVE PROCESSING)

Therapeutic RapportTherapeutic Rapport

POSITIVE BEHAVIORAL SUPPORTSTHE C.O.P.I.N.G. MODELANGER REPLACEMENT TRAININGLIFE SPACE CRISIS INTERVENTION

C.O.P.I.N.G. C.O.P.I.N.G. PROCESSING WITH STUDENTPROCESSING WITH STUDENT CCONTROL-BACK IN THE DRIVER’S SEAT “A CLEAN SLATE” OORIENTING- WHAT HAPPENED/DEBRIEFING PPATTERNS- IS THERE A RECOGNIZABLE PATTERN? INVESTIGATING- WHAT IS REALLY GOING ON? NNEGOTIATING- LET’S CHOOSE A BETTER WAY. CONFRONT IRRATIONAL BELEIFS GGIVING- DIGNITYDIGNITY CARING SUPPORT

C.O.P.I.N.G. MODEL C.O.P.I.N.G. MODEL DEBRIEFING WITH STAFFDEBRIEFING WITH STAFF CCONTROL-ARE YOU ALRIGHT?? OORIENTING- WHAT HAPPENED? DOCUMENTATION AND

DEBRIEFING PPATTERNS- IS THERE A RECOGNIZABLE PATTERN? INVESTIGATING- WHAT IS REALLY GOING ON? CAN WE PREVENT THIS FROM HAPPENING AGAIN NNEGOTIATING- LET’S CHOOSE A BETTER WAY. GGIVING CARING SUPPORT COOLABORATION

There are three possible outcomes of crisis:

Staff student relationship is improved

The staff student relationship is unchanged

The staff student relationship is damaged

Debriefing

Seclusion: Followed by debriefing

with the parent and student to explore

Triggers Whether behavior

will occur again What, if any, follow-

up is needed

Restraint: Followed by debriefing

with the parent and student to explore

Triggers Whether behavior

will occur again What, if any, follow-

up is needed

Reoccurring Behavior – Should a pattern of behavior

emerge, or be anticipated, which may require the use of emergency seclusion, the school personnel must: conduct a functional behavioral assessment; develop or revise a positive behavior support plan (PBS) to facilitate the reduction or elimination of the use of seclusion; develop an assessment and planning process conducted by a team knowledgeable about the student, including: the parent; the student (if appropriate); people responsible for implementation of the PBS; and people knowledgeable

The Problem with Assumptions

Thanks for Being Here!!

Any Questions any time, please call me at 231=767-7279

or write me at [email protected]

steve vitto nsu diffusion, de-escalation and approve restraint

Education