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Transcript of Amended Administrative Rules on Corporal Punishment, Restraint, and Physical Confinement and...
Amended Administrative Rules onCorporal Punishment Restraint andPhysical Confinement and Detention
Iowa Department of Education
Amended Rules
bull Rules on corporal punishment restraint and physical confinement and detention have changed
bull Changes effective November 12 2008
bull Rules add a training requirement
Training Requirement
ldquoAll school employees before using physical restraint or physical confinement and detention shall receive adequate and periodic training which shall be documentedhelliprdquo
Iowa Admin Code r 281-1037 para 2
Training Subjects
Chapter 103 and the employerrsquos policies and procedures
Positive behavior interventions and supports
Disciplinary options to seclusion amp restraint
Crisis prevention crisis intervention crisis de-escalation techniques
Student and staff debriefing
Safe effective use of restraint and confinement and detention
Chapter 103rsquos Purpose [1031]
bull Provide guidance to employees of AEAs LEAs and accredited nonpublic schools
bull Limits on physical contact with students
bull Force used must be reasonable
bull Provide guidance on physical restraint
bull Provide guidance on use of ldquotime-outrdquo rooms ndash the function not the name determines the Chapterrsquos applicability
Ban on Corporal Punishment [1032]
Banned ldquoAn employee of a public school district accredited nonpublic school or [AEA] shall not inflict or cause to be inflicted corporal punishment on a studentrdquo
Defined ldquoThe intentional physical punishment of a studentrdquo including ldquothe use of unreasonable or unnecessary physical force or physical contact made with the intent to harm or cause painrdquo
What Corporal Punishment Is Not [1033]
bull ldquoVerbal recrimination or chastisementrdquobull Reasonable requests in physical education or
extracurricular athleticsbull Actions consistent with an IEP but an IEP
cannot violate the IDEAbull Detentions in a seat for reasonable periods
unless (a) this counts as ldquophysical confinement and detentionrdquo or (b) ldquomechanical restraintsrdquo are used
bull Actions taken against nonstudents
Material Restraints [1033]
Material (mechanical) restraints may not be used to confine or restrain students
This term does not include safety therapeutic or medical devices if used as designed and prescribed
If a device is used improperly that use violates these rules
Exceptions amp Privileges [1034]
No employee is forbidden from 1 ldquoUsing reasonable and necessary force not designed or intended
to cause painrdquo to accomplish hellip
ldquoQuell a disturbancerdquo or stop an act that threatens harm
Obtain a weapon or dangerous object from a student
Self-defense or the defense of others
Protection of property
Remove a disruptive student from school school property or school activities
Protect a student from self-inflicted harm
Protect the safety of others
Exceptions amp Privileges [1034]
No employee is forbidden from 2 ldquoUsing incidental minor or reasonable
physical contact to maintain order and controlrdquo
Remember hellip
An employee may not use unreasonable force to do any of the items in rule 1034
What is ldquoreasonable forcerdquo [1035]
Whether force is reasonable depends on the facts of each case considering 5 factors
1 Size physical mental psychological condition of the student
2 Nature of behavior or misconduct
3 Instrumentality used to apply force
4 Extent of injury to student if any
5 Employeersquos motivation in using force
What is ldquoreasonable forcerdquo [1035]
Remember hellip
ldquoReasonable physical force privileged at its inception does not lose its privileged status by reasons of an injury to the student not reasonably foreseeable or otherwise caused by intervening acts of another including the studentrdquo
Physical Confinement amp Detention [1036]
Defined ldquoconfinement of a student in a time-out room or some other enclosure whether within or outside the classroom from which the studentrsquos egress is restrictedrdquo
Not included time-out at a desk in a corner at the back of a class in the hall afterschool detention typical in-school suspension arrangements
Physical Confinement amp Detention [1036]
The room itself
Area of reasonable dimensions and free from hazards ldquoconsidering the age size and physical and mental condition of the studentrdquo
Sufficient light and adequate ventilation
Comfortable temperature consistent with the facility including the enclosure
Physical Confinement amp Detention [1036]
Time of confinement and detention Period of confinement and detention must be
ldquoreasonablerdquo considering childrsquos age condition Reasonable breaks for bodily needs (sleep does
not count) If period exceeds 60 minutes or typical class
period (whichever is shorter) staff must (a) obtain administrator (or designee) approval and (b) comply with directives and conditions on continued confinement and detention
Physical Confinement amp Detention [1036]
Additional requirements
ldquoAdequate and continuous adult supervisionrdquo is mandatory
Material restraints must not be used to maintain confinement and detention
If a locking mechanism is used the mechanism must comply with all building and fire codes and either
operate only when held in place by an adult (Staff shall not disable these mechanisms so they do not require an adult to hold in place) or release when
the buildingrsquos alarms sound open from the inside when lock is released
Additional Mandatory Minimum Procedures [1037]
The rules are mandatory but an agency may adopt additional policies and procedures
Required procedures includeUse of restraint and confinementTraining on restraint and confinementParent notificationDocumentation
Definition of Physical Restraint
The application of physical force by 1 or more individuals that reduces or restricts another individualrsquos ability to move his or her arms legs or head freely This does not include the temporary holding of an individual to assist with participation in activities of daily living (ADLs) without the risk of physical harm to an individual
Welfare League of America (2002)
Use of Seclusion and Restraint
Shall not be used as ldquodiscipline for minor infractionsrdquo
May ldquoonly be used if other disciplinary techniques have been attemptedrdquo if reasonable
Note need not use alternatives if not reasonable
Period of restraint shall be reasonable and necessary in duration
Restraint Additional Provisions [1038]
No employee shall use prone restraint Defined ldquoheld face downrdquo If used in an emergency staff must take
immediate steps to end the prone restraintNo employee shall use any restraint that
obstructs a childrsquos airwayIf a child signs or uses an augmentative mode of
communication the child must be allowed to have hands free to communicate unless harm appears likely to result
Remember this rule does not alter any immunity from lawsuit granted by statute
Notice to Parents [1037]
bull Notice to parents annuallyndash of these rulesndash of any additional policy and procedure
bull Attempt to notify parents on the day of an instance of restraint or confinement amp detention
bull Provide a written copy of documentation to parentsndash postmarked within three days of instance
ndash parents may elect to receive documents by e-mail or fax
Documentation Required [1037]
bull Schools shall maintain documentation for each instance of restraint or confinement
bull Purposes of documentation requirement Accurate record of each instance Required notice to parents Use for decision making (student
classroom building district)
Documentation Contents
bull Name of student involved
bull Name of employees involved including the administrator authorizing any additional period of confinement
bull Date
bull Time
bull Duration
Documentation Contents
bull Actions of student before during and after incident
bull Actions of employees before during and after incident (including student and staff debriefing)
bull Alternatives to restraint or confinement attempted (if any)
bull A description of injuries (to student or others) and property damage
bull A description of future approaches to studentsrsquo behavior (ie meet to revise IEP)
Additional Policies and Procedures
Does your district AEA or accredited nonpublic school have additional policies or procedures
If so you are required to follow them
Disciplinary options to seclusion amp restraint
Why should schools care about options to seclusion and restraint
A range of options increase the effectiveness of responses to unacceptable behavior
Using seclusion or restraint when other options would work decreases the effectiveness of seclusion and restraint
By rule seclusion and restraint shall not be used as ldquodiscipline for minor infractionsrdquo Iowa Admin Code r 281-1037 para 1
Disciplinary options to seclusion amp restraint
Options include hellip Redirection Offering choices Time-out at the studentrsquos desk Time-out in a location in the classroom
The options employed should match the function of the childrsquos behavior (avoidance attention etc) and should address both prevention and consequences
Crisis Prevention Crisis Intervention Crisis De-escalationIf a crisis is avoided all benefit
What is a crisis If safety is an issue you are probably in a crisis
A calm approach to a crisis with an opportunity for a student to take an alternative action is the foundation for avoiding resolving or terminating a crisis
Crisis Prevention Crisis Intervention Crisis De-escalation
bull Maintain a calm voice and demeanor
bull Provide clear guidelines for the child
bull If the child has a behavior plan follow it
bull Provide a more attractive alternative option for the child to choose
bull Above all remember your safety the childrsquos safety and the safety of others
De-escalation techniques
Examples includebull Talking in a calm voicebull Adults moving in slow movements
providing minimal startles to individualbull Offering choicesbull Providing clear guidelinesbull Removing stressorsbull Providing calming items or activities
Behavior Intervention Plan vs Crisis
If child has a Behavior Intervention Plan for this situation follow the plan
The plan should be matched to the function of behavior and would be the appropriate response to an expected crisis condition
If the child does not have a Behavior Intervention Plan for this situation it is most likely because it is a new situation a student who is not ldquopronerdquo to this type of situation or the adults available are unaware
FOLLOW DE-ESCALATION PROCEDURES
Student and Staff Debriefing
bull ldquoDebriefrdquo is defined by the American Heritage Dictionary (4th ed 2000) as follows ldquoTo question to obtain knowledge or intelligence gathered especially on a military missionrdquo
bull The rules use this word in its broadest possible meaning
bull Purpose to gather useful information
Student and Staff DebriefingSome information that might be useful
What happenedDo you understand why it happenedWhy did you do what you didWhat could you have done insteadWhat could you do if there is a ldquonext timerdquoHow can we help you if there is a ldquonext timerdquoHow can we help you so there will not be a ldquonext
timerdquo
Safe and Effective Use of Seclusion amp Restraint
bull Remember safety firstbull Your safetybull The safety of the student and othersbull Certain things to remember
ndash The studentrsquos condition (age physical condition presence of weapon)
ndash Control of the student (immobilization of the student but only to the extent necessary)
ndash Protection of the student (avoid actions that threaten the studentrsquos health or safety)
Safe and Effective Use of Seclusion amp Restraint
Effective use
What are the purposes of seclusion and restraint
Does the use of seclusion and restraint in a particular case advance one of those purposes
Is seclusion and restraint used only when necessary
For More Information hellip
Feel free to contact
o your districtrsquos director of special education
o your AEA
o the Iowa Department of Education
Prevention is Key
PBIS is a broad range of systemic and individualized strategies for achieving important social and learning outcomes while preventing problem behavior
Contributed by OSEP Center on PBIS
What does the research say about PBIS
PBIS has been shown to increase preferred behaviors increase student time spent in instruction decrease office referrals and decrease suspensions
Lohrmann et al (2008)
helliphellip reliance on exclusionary and punishment-centered disciplinary practices without pro-active supports has been shown to increase problem behavior
Mayer (1995)
Positive Behavior Interventions and Supports (PBIS)
school and classroom-wide systems for all students staff and settings
specialized groupsystems for at-risk students
individualizedsystems for high-risk students
80 of
Students
15
5
CONTINUUM OF SCHOOL-WIDE BEHAVIOR SUPPORT
Tertiary Prevention
Secondary Prevention
Primary Prevention
Teaching Matrix
SETTING
All Settings Hallways Playgrounds CafeteriaLibrary
Computer Lab
Assembly Bus
Respect Ourselves
Be on taskGive your best effort
Be prepared
Walk Have a plan
Eat all your food
Select healthy foods
Study read compute
Sit in one spotWatch for your
stop
Respect Others
Be kindHandsfeet to
selfHelpshare with others
Use normal voice volumeWalk to right
Play safeInclude others
Share equipment
Practice good table manners
WhisperReturn books
ListenwatchUse appropriate
applause
Use a quiet voice
Stay in your seat
Respect Property
RecycleClean up after self
Pick up litterMaintain physical space
Use equipment properly
Put litter in garbage can
Replace trays amp utensilsClean up
eating area3
Push in chairs
Treat books carefully
Pick upTreat chairs
appropriately
Wipe your feetSit
appropriately
1 SOCIAL SKILL
3BEHAVIOREXAMPLES
2 NATU
RAL
CO
NTEXT
Positive Behavior Interventions and Supports (PBIS)
Positive relationships and positive interactions increase the likelihood of appropriate (positive) student responses
Teaching positively stated expectations (ldquodohelliprdquo) not negative (ldquodo notrdquo)
Defining clear equitable predictable consequences for meeting expectations
Defining clear equitable predictable consequences for not meeting expectations
Focus on teaching acceptable replacement behaviors
Examples of Data Decision Making
bull 1048700 Office Discipline Referrals
bull How many does it take before further action
bull What is the action
bull 1048700 Attendance
bull 1048700 Assignments
bull 1048700 Grades
How many does it take before
further action
What is the action
Using Data
bull School-Widendash Whatrsquos happeningndash Are we meeting our goalsndash Are we doing what we said we would
bull Individual Studentsndash Whatrsquos happeningndash What do we do nextndash Are we doing what we said we would
Assessment of systems
Continuum of Assessment and Support
Universal interventions
Specialized group interventions
Specialized individual intervention
Specialized individual intervention
Functional analysis
Functional Behavioral
assessment
Simple functional assessment
(Crone Horner 2003)
1 - 2
3 ndash 7
5 ndash 15
80 -85
Supplemental
Supplemental Supports
bull For those students who exhibit difficulties despite proactive school-wide prevention efforts
bull Likely to be students with both academic amp behavioral challenges
bull Approximately 10 of school population
The Problem-solving Process
1 Define the problem What is the problem and why is it happening
4 Evaluate Did our plan work
2 Develop a plan What are we going to do
3Implement the plan Carry out the intervention
Conduct Brief Functional Assessment
Is the behavior maintained by escape
from social interaction
Is the behavior related to lack of academic skills
Is the behavior maintained by peer
attention
Escape Motivated BEP
Reduce adult interaction
Use escape as a reinforcer
BEP + Academic Support
Increase academic support
Peer Motivated BEP
Allow student to earn reinforcers to share with peers
Horner Hawken Marsh
Requirements for Supplemental Interventions
Targeted individualized or small group interventions
bull 1048698 based on functional behavioral assessment information
bull 1048698 social skills instruction
bull 1048698 behavioral programming
Multiple opportunities forhigh rates of academic
success
Daily behavioral monitoring -Self andor adult
Regular frequentopportunities for positive reinforcement
Home-school connection
Critical Features of Supplemental Interventions
bull 1048700 Intervention is continuously available
bull 1048700 Rapid access to intervention (less than a week)
bull 1048700 Very low effort by teachers
bull 1048700 Positive system of support
bull 1048700 Implemented by all stafffaculty in a school
bull 1048700 Flexible intervention based on assessment (FBA)
bull 1048700 Consistent with school-wide expectations
bull 1048700 Adequate resources (admin team)
bull 1048700 Weekly meetings
bull 1048700 Student chooses to participate
bull 1048700 Continuous monitoring for decision-making
Rememberhellip
Without school-wide prevention
we cannot reliably identify
targeted-level students
The research says to hellip
bull Create systems-based preventive continuum of behavior support
bull Focus on adult behavior
bull Utilize data based decisions
bull Give priority to academic success
bull Invest in evidence-based practices
bull Teach amp acknowledge behavioral expectations
bull Work from a person-centered function-based approach
DE Contacts
Challenging Behaviors
Barb Rankin (515) 281 5447 barbrankiniowagov
Positive Behavior Supports (PBIS)
Susan Bruce (515) 281 3943 susanbruceiowagov
Thanks
Again thank you for your work on behalf of Iowarsquos children and families
Please feel free to contact the Iowa Department of Education or your trainer if you require further information
wwwiowagoveducate
- Amended Administrative Rules on Corporal Punishment Restraint and Physical Confinement and Detention
- Amended Rules
- Training Requirement
- Training Subjects
- Chapter 103rsquos Purpose [1031]
- Ban on Corporal Punishment [1032]
- What Corporal Punishment Is Not [1033]
- Material Restraints [1033]
- Exceptions amp Privileges [1034]
- Slide 10
- What is ldquoreasonable forcerdquo [1035]
- Slide 12
- Physical Confinement amp Detention [1036]
- Slide 14
- Slide 15
- Slide 16
- Additional Mandatory Minimum Procedures [1037]
- Definition of Physical Restraint
- Use of Seclusion and Restraint
- Restraint Additional Provisions [1038]
- Notice to Parents [1037]
- Documentation Required [1037]
- Documentation Contents
- Slide 24
- Additional Policies and Procedures
- Disciplinary options to seclusion amp restraint
- Slide 27
- Crisis Prevention Crisis Intervention Crisis De-escalation
- Slide 29
- De-escalation techniques
- Behavior Intervention Plan vs Crisis
- Student and Staff Debriefing
- Slide 33
- Safe and Effective Use of Seclusion amp Restraint
- Slide 35
- For More Information hellip
- Slide 37
- Prevention is Key
- Positive Behavior Interventions and Supports (PBIS)
- Slide 40
- Slide 41
- Slide 42
- Examples of Data Decision Making
- Slide 44
- Continuum of Assessment and Support
- Slide 46
- Slide 47
- The Problem-solving Process
- Slide 49
- Requirements for Supplemental Interventions
- Slide 51
- Slide 52
- The research says to hellip
- Slide 54
- DE Contacts
- Thanks
-
Amended Rules
bull Rules on corporal punishment restraint and physical confinement and detention have changed
bull Changes effective November 12 2008
bull Rules add a training requirement
Training Requirement
ldquoAll school employees before using physical restraint or physical confinement and detention shall receive adequate and periodic training which shall be documentedhelliprdquo
Iowa Admin Code r 281-1037 para 2
Training Subjects
Chapter 103 and the employerrsquos policies and procedures
Positive behavior interventions and supports
Disciplinary options to seclusion amp restraint
Crisis prevention crisis intervention crisis de-escalation techniques
Student and staff debriefing
Safe effective use of restraint and confinement and detention
Chapter 103rsquos Purpose [1031]
bull Provide guidance to employees of AEAs LEAs and accredited nonpublic schools
bull Limits on physical contact with students
bull Force used must be reasonable
bull Provide guidance on physical restraint
bull Provide guidance on use of ldquotime-outrdquo rooms ndash the function not the name determines the Chapterrsquos applicability
Ban on Corporal Punishment [1032]
Banned ldquoAn employee of a public school district accredited nonpublic school or [AEA] shall not inflict or cause to be inflicted corporal punishment on a studentrdquo
Defined ldquoThe intentional physical punishment of a studentrdquo including ldquothe use of unreasonable or unnecessary physical force or physical contact made with the intent to harm or cause painrdquo
What Corporal Punishment Is Not [1033]
bull ldquoVerbal recrimination or chastisementrdquobull Reasonable requests in physical education or
extracurricular athleticsbull Actions consistent with an IEP but an IEP
cannot violate the IDEAbull Detentions in a seat for reasonable periods
unless (a) this counts as ldquophysical confinement and detentionrdquo or (b) ldquomechanical restraintsrdquo are used
bull Actions taken against nonstudents
Material Restraints [1033]
Material (mechanical) restraints may not be used to confine or restrain students
This term does not include safety therapeutic or medical devices if used as designed and prescribed
If a device is used improperly that use violates these rules
Exceptions amp Privileges [1034]
No employee is forbidden from 1 ldquoUsing reasonable and necessary force not designed or intended
to cause painrdquo to accomplish hellip
ldquoQuell a disturbancerdquo or stop an act that threatens harm
Obtain a weapon or dangerous object from a student
Self-defense or the defense of others
Protection of property
Remove a disruptive student from school school property or school activities
Protect a student from self-inflicted harm
Protect the safety of others
Exceptions amp Privileges [1034]
No employee is forbidden from 2 ldquoUsing incidental minor or reasonable
physical contact to maintain order and controlrdquo
Remember hellip
An employee may not use unreasonable force to do any of the items in rule 1034
What is ldquoreasonable forcerdquo [1035]
Whether force is reasonable depends on the facts of each case considering 5 factors
1 Size physical mental psychological condition of the student
2 Nature of behavior or misconduct
3 Instrumentality used to apply force
4 Extent of injury to student if any
5 Employeersquos motivation in using force
What is ldquoreasonable forcerdquo [1035]
Remember hellip
ldquoReasonable physical force privileged at its inception does not lose its privileged status by reasons of an injury to the student not reasonably foreseeable or otherwise caused by intervening acts of another including the studentrdquo
Physical Confinement amp Detention [1036]
Defined ldquoconfinement of a student in a time-out room or some other enclosure whether within or outside the classroom from which the studentrsquos egress is restrictedrdquo
Not included time-out at a desk in a corner at the back of a class in the hall afterschool detention typical in-school suspension arrangements
Physical Confinement amp Detention [1036]
The room itself
Area of reasonable dimensions and free from hazards ldquoconsidering the age size and physical and mental condition of the studentrdquo
Sufficient light and adequate ventilation
Comfortable temperature consistent with the facility including the enclosure
Physical Confinement amp Detention [1036]
Time of confinement and detention Period of confinement and detention must be
ldquoreasonablerdquo considering childrsquos age condition Reasonable breaks for bodily needs (sleep does
not count) If period exceeds 60 minutes or typical class
period (whichever is shorter) staff must (a) obtain administrator (or designee) approval and (b) comply with directives and conditions on continued confinement and detention
Physical Confinement amp Detention [1036]
Additional requirements
ldquoAdequate and continuous adult supervisionrdquo is mandatory
Material restraints must not be used to maintain confinement and detention
If a locking mechanism is used the mechanism must comply with all building and fire codes and either
operate only when held in place by an adult (Staff shall not disable these mechanisms so they do not require an adult to hold in place) or release when
the buildingrsquos alarms sound open from the inside when lock is released
Additional Mandatory Minimum Procedures [1037]
The rules are mandatory but an agency may adopt additional policies and procedures
Required procedures includeUse of restraint and confinementTraining on restraint and confinementParent notificationDocumentation
Definition of Physical Restraint
The application of physical force by 1 or more individuals that reduces or restricts another individualrsquos ability to move his or her arms legs or head freely This does not include the temporary holding of an individual to assist with participation in activities of daily living (ADLs) without the risk of physical harm to an individual
Welfare League of America (2002)
Use of Seclusion and Restraint
Shall not be used as ldquodiscipline for minor infractionsrdquo
May ldquoonly be used if other disciplinary techniques have been attemptedrdquo if reasonable
Note need not use alternatives if not reasonable
Period of restraint shall be reasonable and necessary in duration
Restraint Additional Provisions [1038]
No employee shall use prone restraint Defined ldquoheld face downrdquo If used in an emergency staff must take
immediate steps to end the prone restraintNo employee shall use any restraint that
obstructs a childrsquos airwayIf a child signs or uses an augmentative mode of
communication the child must be allowed to have hands free to communicate unless harm appears likely to result
Remember this rule does not alter any immunity from lawsuit granted by statute
Notice to Parents [1037]
bull Notice to parents annuallyndash of these rulesndash of any additional policy and procedure
bull Attempt to notify parents on the day of an instance of restraint or confinement amp detention
bull Provide a written copy of documentation to parentsndash postmarked within three days of instance
ndash parents may elect to receive documents by e-mail or fax
Documentation Required [1037]
bull Schools shall maintain documentation for each instance of restraint or confinement
bull Purposes of documentation requirement Accurate record of each instance Required notice to parents Use for decision making (student
classroom building district)
Documentation Contents
bull Name of student involved
bull Name of employees involved including the administrator authorizing any additional period of confinement
bull Date
bull Time
bull Duration
Documentation Contents
bull Actions of student before during and after incident
bull Actions of employees before during and after incident (including student and staff debriefing)
bull Alternatives to restraint or confinement attempted (if any)
bull A description of injuries (to student or others) and property damage
bull A description of future approaches to studentsrsquo behavior (ie meet to revise IEP)
Additional Policies and Procedures
Does your district AEA or accredited nonpublic school have additional policies or procedures
If so you are required to follow them
Disciplinary options to seclusion amp restraint
Why should schools care about options to seclusion and restraint
A range of options increase the effectiveness of responses to unacceptable behavior
Using seclusion or restraint when other options would work decreases the effectiveness of seclusion and restraint
By rule seclusion and restraint shall not be used as ldquodiscipline for minor infractionsrdquo Iowa Admin Code r 281-1037 para 1
Disciplinary options to seclusion amp restraint
Options include hellip Redirection Offering choices Time-out at the studentrsquos desk Time-out in a location in the classroom
The options employed should match the function of the childrsquos behavior (avoidance attention etc) and should address both prevention and consequences
Crisis Prevention Crisis Intervention Crisis De-escalationIf a crisis is avoided all benefit
What is a crisis If safety is an issue you are probably in a crisis
A calm approach to a crisis with an opportunity for a student to take an alternative action is the foundation for avoiding resolving or terminating a crisis
Crisis Prevention Crisis Intervention Crisis De-escalation
bull Maintain a calm voice and demeanor
bull Provide clear guidelines for the child
bull If the child has a behavior plan follow it
bull Provide a more attractive alternative option for the child to choose
bull Above all remember your safety the childrsquos safety and the safety of others
De-escalation techniques
Examples includebull Talking in a calm voicebull Adults moving in slow movements
providing minimal startles to individualbull Offering choicesbull Providing clear guidelinesbull Removing stressorsbull Providing calming items or activities
Behavior Intervention Plan vs Crisis
If child has a Behavior Intervention Plan for this situation follow the plan
The plan should be matched to the function of behavior and would be the appropriate response to an expected crisis condition
If the child does not have a Behavior Intervention Plan for this situation it is most likely because it is a new situation a student who is not ldquopronerdquo to this type of situation or the adults available are unaware
FOLLOW DE-ESCALATION PROCEDURES
Student and Staff Debriefing
bull ldquoDebriefrdquo is defined by the American Heritage Dictionary (4th ed 2000) as follows ldquoTo question to obtain knowledge or intelligence gathered especially on a military missionrdquo
bull The rules use this word in its broadest possible meaning
bull Purpose to gather useful information
Student and Staff DebriefingSome information that might be useful
What happenedDo you understand why it happenedWhy did you do what you didWhat could you have done insteadWhat could you do if there is a ldquonext timerdquoHow can we help you if there is a ldquonext timerdquoHow can we help you so there will not be a ldquonext
timerdquo
Safe and Effective Use of Seclusion amp Restraint
bull Remember safety firstbull Your safetybull The safety of the student and othersbull Certain things to remember
ndash The studentrsquos condition (age physical condition presence of weapon)
ndash Control of the student (immobilization of the student but only to the extent necessary)
ndash Protection of the student (avoid actions that threaten the studentrsquos health or safety)
Safe and Effective Use of Seclusion amp Restraint
Effective use
What are the purposes of seclusion and restraint
Does the use of seclusion and restraint in a particular case advance one of those purposes
Is seclusion and restraint used only when necessary
For More Information hellip
Feel free to contact
o your districtrsquos director of special education
o your AEA
o the Iowa Department of Education
Prevention is Key
PBIS is a broad range of systemic and individualized strategies for achieving important social and learning outcomes while preventing problem behavior
Contributed by OSEP Center on PBIS
What does the research say about PBIS
PBIS has been shown to increase preferred behaviors increase student time spent in instruction decrease office referrals and decrease suspensions
Lohrmann et al (2008)
helliphellip reliance on exclusionary and punishment-centered disciplinary practices without pro-active supports has been shown to increase problem behavior
Mayer (1995)
Positive Behavior Interventions and Supports (PBIS)
school and classroom-wide systems for all students staff and settings
specialized groupsystems for at-risk students
individualizedsystems for high-risk students
80 of
Students
15
5
CONTINUUM OF SCHOOL-WIDE BEHAVIOR SUPPORT
Tertiary Prevention
Secondary Prevention
Primary Prevention
Teaching Matrix
SETTING
All Settings Hallways Playgrounds CafeteriaLibrary
Computer Lab
Assembly Bus
Respect Ourselves
Be on taskGive your best effort
Be prepared
Walk Have a plan
Eat all your food
Select healthy foods
Study read compute
Sit in one spotWatch for your
stop
Respect Others
Be kindHandsfeet to
selfHelpshare with others
Use normal voice volumeWalk to right
Play safeInclude others
Share equipment
Practice good table manners
WhisperReturn books
ListenwatchUse appropriate
applause
Use a quiet voice
Stay in your seat
Respect Property
RecycleClean up after self
Pick up litterMaintain physical space
Use equipment properly
Put litter in garbage can
Replace trays amp utensilsClean up
eating area3
Push in chairs
Treat books carefully
Pick upTreat chairs
appropriately
Wipe your feetSit
appropriately
1 SOCIAL SKILL
3BEHAVIOREXAMPLES
2 NATU
RAL
CO
NTEXT
Positive Behavior Interventions and Supports (PBIS)
Positive relationships and positive interactions increase the likelihood of appropriate (positive) student responses
Teaching positively stated expectations (ldquodohelliprdquo) not negative (ldquodo notrdquo)
Defining clear equitable predictable consequences for meeting expectations
Defining clear equitable predictable consequences for not meeting expectations
Focus on teaching acceptable replacement behaviors
Examples of Data Decision Making
bull 1048700 Office Discipline Referrals
bull How many does it take before further action
bull What is the action
bull 1048700 Attendance
bull 1048700 Assignments
bull 1048700 Grades
How many does it take before
further action
What is the action
Using Data
bull School-Widendash Whatrsquos happeningndash Are we meeting our goalsndash Are we doing what we said we would
bull Individual Studentsndash Whatrsquos happeningndash What do we do nextndash Are we doing what we said we would
Assessment of systems
Continuum of Assessment and Support
Universal interventions
Specialized group interventions
Specialized individual intervention
Specialized individual intervention
Functional analysis
Functional Behavioral
assessment
Simple functional assessment
(Crone Horner 2003)
1 - 2
3 ndash 7
5 ndash 15
80 -85
Supplemental
Supplemental Supports
bull For those students who exhibit difficulties despite proactive school-wide prevention efforts
bull Likely to be students with both academic amp behavioral challenges
bull Approximately 10 of school population
The Problem-solving Process
1 Define the problem What is the problem and why is it happening
4 Evaluate Did our plan work
2 Develop a plan What are we going to do
3Implement the plan Carry out the intervention
Conduct Brief Functional Assessment
Is the behavior maintained by escape
from social interaction
Is the behavior related to lack of academic skills
Is the behavior maintained by peer
attention
Escape Motivated BEP
Reduce adult interaction
Use escape as a reinforcer
BEP + Academic Support
Increase academic support
Peer Motivated BEP
Allow student to earn reinforcers to share with peers
Horner Hawken Marsh
Requirements for Supplemental Interventions
Targeted individualized or small group interventions
bull 1048698 based on functional behavioral assessment information
bull 1048698 social skills instruction
bull 1048698 behavioral programming
Multiple opportunities forhigh rates of academic
success
Daily behavioral monitoring -Self andor adult
Regular frequentopportunities for positive reinforcement
Home-school connection
Critical Features of Supplemental Interventions
bull 1048700 Intervention is continuously available
bull 1048700 Rapid access to intervention (less than a week)
bull 1048700 Very low effort by teachers
bull 1048700 Positive system of support
bull 1048700 Implemented by all stafffaculty in a school
bull 1048700 Flexible intervention based on assessment (FBA)
bull 1048700 Consistent with school-wide expectations
bull 1048700 Adequate resources (admin team)
bull 1048700 Weekly meetings
bull 1048700 Student chooses to participate
bull 1048700 Continuous monitoring for decision-making
Rememberhellip
Without school-wide prevention
we cannot reliably identify
targeted-level students
The research says to hellip
bull Create systems-based preventive continuum of behavior support
bull Focus on adult behavior
bull Utilize data based decisions
bull Give priority to academic success
bull Invest in evidence-based practices
bull Teach amp acknowledge behavioral expectations
bull Work from a person-centered function-based approach
DE Contacts
Challenging Behaviors
Barb Rankin (515) 281 5447 barbrankiniowagov
Positive Behavior Supports (PBIS)
Susan Bruce (515) 281 3943 susanbruceiowagov
Thanks
Again thank you for your work on behalf of Iowarsquos children and families
Please feel free to contact the Iowa Department of Education or your trainer if you require further information
wwwiowagoveducate
- Amended Administrative Rules on Corporal Punishment Restraint and Physical Confinement and Detention
- Amended Rules
- Training Requirement
- Training Subjects
- Chapter 103rsquos Purpose [1031]
- Ban on Corporal Punishment [1032]
- What Corporal Punishment Is Not [1033]
- Material Restraints [1033]
- Exceptions amp Privileges [1034]
- Slide 10
- What is ldquoreasonable forcerdquo [1035]
- Slide 12
- Physical Confinement amp Detention [1036]
- Slide 14
- Slide 15
- Slide 16
- Additional Mandatory Minimum Procedures [1037]
- Definition of Physical Restraint
- Use of Seclusion and Restraint
- Restraint Additional Provisions [1038]
- Notice to Parents [1037]
- Documentation Required [1037]
- Documentation Contents
- Slide 24
- Additional Policies and Procedures
- Disciplinary options to seclusion amp restraint
- Slide 27
- Crisis Prevention Crisis Intervention Crisis De-escalation
- Slide 29
- De-escalation techniques
- Behavior Intervention Plan vs Crisis
- Student and Staff Debriefing
- Slide 33
- Safe and Effective Use of Seclusion amp Restraint
- Slide 35
- For More Information hellip
- Slide 37
- Prevention is Key
- Positive Behavior Interventions and Supports (PBIS)
- Slide 40
- Slide 41
- Slide 42
- Examples of Data Decision Making
- Slide 44
- Continuum of Assessment and Support
- Slide 46
- Slide 47
- The Problem-solving Process
- Slide 49
- Requirements for Supplemental Interventions
- Slide 51
- Slide 52
- The research says to hellip
- Slide 54
- DE Contacts
- Thanks
-
Training Requirement
ldquoAll school employees before using physical restraint or physical confinement and detention shall receive adequate and periodic training which shall be documentedhelliprdquo
Iowa Admin Code r 281-1037 para 2
Training Subjects
Chapter 103 and the employerrsquos policies and procedures
Positive behavior interventions and supports
Disciplinary options to seclusion amp restraint
Crisis prevention crisis intervention crisis de-escalation techniques
Student and staff debriefing
Safe effective use of restraint and confinement and detention
Chapter 103rsquos Purpose [1031]
bull Provide guidance to employees of AEAs LEAs and accredited nonpublic schools
bull Limits on physical contact with students
bull Force used must be reasonable
bull Provide guidance on physical restraint
bull Provide guidance on use of ldquotime-outrdquo rooms ndash the function not the name determines the Chapterrsquos applicability
Ban on Corporal Punishment [1032]
Banned ldquoAn employee of a public school district accredited nonpublic school or [AEA] shall not inflict or cause to be inflicted corporal punishment on a studentrdquo
Defined ldquoThe intentional physical punishment of a studentrdquo including ldquothe use of unreasonable or unnecessary physical force or physical contact made with the intent to harm or cause painrdquo
What Corporal Punishment Is Not [1033]
bull ldquoVerbal recrimination or chastisementrdquobull Reasonable requests in physical education or
extracurricular athleticsbull Actions consistent with an IEP but an IEP
cannot violate the IDEAbull Detentions in a seat for reasonable periods
unless (a) this counts as ldquophysical confinement and detentionrdquo or (b) ldquomechanical restraintsrdquo are used
bull Actions taken against nonstudents
Material Restraints [1033]
Material (mechanical) restraints may not be used to confine or restrain students
This term does not include safety therapeutic or medical devices if used as designed and prescribed
If a device is used improperly that use violates these rules
Exceptions amp Privileges [1034]
No employee is forbidden from 1 ldquoUsing reasonable and necessary force not designed or intended
to cause painrdquo to accomplish hellip
ldquoQuell a disturbancerdquo or stop an act that threatens harm
Obtain a weapon or dangerous object from a student
Self-defense or the defense of others
Protection of property
Remove a disruptive student from school school property or school activities
Protect a student from self-inflicted harm
Protect the safety of others
Exceptions amp Privileges [1034]
No employee is forbidden from 2 ldquoUsing incidental minor or reasonable
physical contact to maintain order and controlrdquo
Remember hellip
An employee may not use unreasonable force to do any of the items in rule 1034
What is ldquoreasonable forcerdquo [1035]
Whether force is reasonable depends on the facts of each case considering 5 factors
1 Size physical mental psychological condition of the student
2 Nature of behavior or misconduct
3 Instrumentality used to apply force
4 Extent of injury to student if any
5 Employeersquos motivation in using force
What is ldquoreasonable forcerdquo [1035]
Remember hellip
ldquoReasonable physical force privileged at its inception does not lose its privileged status by reasons of an injury to the student not reasonably foreseeable or otherwise caused by intervening acts of another including the studentrdquo
Physical Confinement amp Detention [1036]
Defined ldquoconfinement of a student in a time-out room or some other enclosure whether within or outside the classroom from which the studentrsquos egress is restrictedrdquo
Not included time-out at a desk in a corner at the back of a class in the hall afterschool detention typical in-school suspension arrangements
Physical Confinement amp Detention [1036]
The room itself
Area of reasonable dimensions and free from hazards ldquoconsidering the age size and physical and mental condition of the studentrdquo
Sufficient light and adequate ventilation
Comfortable temperature consistent with the facility including the enclosure
Physical Confinement amp Detention [1036]
Time of confinement and detention Period of confinement and detention must be
ldquoreasonablerdquo considering childrsquos age condition Reasonable breaks for bodily needs (sleep does
not count) If period exceeds 60 minutes or typical class
period (whichever is shorter) staff must (a) obtain administrator (or designee) approval and (b) comply with directives and conditions on continued confinement and detention
Physical Confinement amp Detention [1036]
Additional requirements
ldquoAdequate and continuous adult supervisionrdquo is mandatory
Material restraints must not be used to maintain confinement and detention
If a locking mechanism is used the mechanism must comply with all building and fire codes and either
operate only when held in place by an adult (Staff shall not disable these mechanisms so they do not require an adult to hold in place) or release when
the buildingrsquos alarms sound open from the inside when lock is released
Additional Mandatory Minimum Procedures [1037]
The rules are mandatory but an agency may adopt additional policies and procedures
Required procedures includeUse of restraint and confinementTraining on restraint and confinementParent notificationDocumentation
Definition of Physical Restraint
The application of physical force by 1 or more individuals that reduces or restricts another individualrsquos ability to move his or her arms legs or head freely This does not include the temporary holding of an individual to assist with participation in activities of daily living (ADLs) without the risk of physical harm to an individual
Welfare League of America (2002)
Use of Seclusion and Restraint
Shall not be used as ldquodiscipline for minor infractionsrdquo
May ldquoonly be used if other disciplinary techniques have been attemptedrdquo if reasonable
Note need not use alternatives if not reasonable
Period of restraint shall be reasonable and necessary in duration
Restraint Additional Provisions [1038]
No employee shall use prone restraint Defined ldquoheld face downrdquo If used in an emergency staff must take
immediate steps to end the prone restraintNo employee shall use any restraint that
obstructs a childrsquos airwayIf a child signs or uses an augmentative mode of
communication the child must be allowed to have hands free to communicate unless harm appears likely to result
Remember this rule does not alter any immunity from lawsuit granted by statute
Notice to Parents [1037]
bull Notice to parents annuallyndash of these rulesndash of any additional policy and procedure
bull Attempt to notify parents on the day of an instance of restraint or confinement amp detention
bull Provide a written copy of documentation to parentsndash postmarked within three days of instance
ndash parents may elect to receive documents by e-mail or fax
Documentation Required [1037]
bull Schools shall maintain documentation for each instance of restraint or confinement
bull Purposes of documentation requirement Accurate record of each instance Required notice to parents Use for decision making (student
classroom building district)
Documentation Contents
bull Name of student involved
bull Name of employees involved including the administrator authorizing any additional period of confinement
bull Date
bull Time
bull Duration
Documentation Contents
bull Actions of student before during and after incident
bull Actions of employees before during and after incident (including student and staff debriefing)
bull Alternatives to restraint or confinement attempted (if any)
bull A description of injuries (to student or others) and property damage
bull A description of future approaches to studentsrsquo behavior (ie meet to revise IEP)
Additional Policies and Procedures
Does your district AEA or accredited nonpublic school have additional policies or procedures
If so you are required to follow them
Disciplinary options to seclusion amp restraint
Why should schools care about options to seclusion and restraint
A range of options increase the effectiveness of responses to unacceptable behavior
Using seclusion or restraint when other options would work decreases the effectiveness of seclusion and restraint
By rule seclusion and restraint shall not be used as ldquodiscipline for minor infractionsrdquo Iowa Admin Code r 281-1037 para 1
Disciplinary options to seclusion amp restraint
Options include hellip Redirection Offering choices Time-out at the studentrsquos desk Time-out in a location in the classroom
The options employed should match the function of the childrsquos behavior (avoidance attention etc) and should address both prevention and consequences
Crisis Prevention Crisis Intervention Crisis De-escalationIf a crisis is avoided all benefit
What is a crisis If safety is an issue you are probably in a crisis
A calm approach to a crisis with an opportunity for a student to take an alternative action is the foundation for avoiding resolving or terminating a crisis
Crisis Prevention Crisis Intervention Crisis De-escalation
bull Maintain a calm voice and demeanor
bull Provide clear guidelines for the child
bull If the child has a behavior plan follow it
bull Provide a more attractive alternative option for the child to choose
bull Above all remember your safety the childrsquos safety and the safety of others
De-escalation techniques
Examples includebull Talking in a calm voicebull Adults moving in slow movements
providing minimal startles to individualbull Offering choicesbull Providing clear guidelinesbull Removing stressorsbull Providing calming items or activities
Behavior Intervention Plan vs Crisis
If child has a Behavior Intervention Plan for this situation follow the plan
The plan should be matched to the function of behavior and would be the appropriate response to an expected crisis condition
If the child does not have a Behavior Intervention Plan for this situation it is most likely because it is a new situation a student who is not ldquopronerdquo to this type of situation or the adults available are unaware
FOLLOW DE-ESCALATION PROCEDURES
Student and Staff Debriefing
bull ldquoDebriefrdquo is defined by the American Heritage Dictionary (4th ed 2000) as follows ldquoTo question to obtain knowledge or intelligence gathered especially on a military missionrdquo
bull The rules use this word in its broadest possible meaning
bull Purpose to gather useful information
Student and Staff DebriefingSome information that might be useful
What happenedDo you understand why it happenedWhy did you do what you didWhat could you have done insteadWhat could you do if there is a ldquonext timerdquoHow can we help you if there is a ldquonext timerdquoHow can we help you so there will not be a ldquonext
timerdquo
Safe and Effective Use of Seclusion amp Restraint
bull Remember safety firstbull Your safetybull The safety of the student and othersbull Certain things to remember
ndash The studentrsquos condition (age physical condition presence of weapon)
ndash Control of the student (immobilization of the student but only to the extent necessary)
ndash Protection of the student (avoid actions that threaten the studentrsquos health or safety)
Safe and Effective Use of Seclusion amp Restraint
Effective use
What are the purposes of seclusion and restraint
Does the use of seclusion and restraint in a particular case advance one of those purposes
Is seclusion and restraint used only when necessary
For More Information hellip
Feel free to contact
o your districtrsquos director of special education
o your AEA
o the Iowa Department of Education
Prevention is Key
PBIS is a broad range of systemic and individualized strategies for achieving important social and learning outcomes while preventing problem behavior
Contributed by OSEP Center on PBIS
What does the research say about PBIS
PBIS has been shown to increase preferred behaviors increase student time spent in instruction decrease office referrals and decrease suspensions
Lohrmann et al (2008)
helliphellip reliance on exclusionary and punishment-centered disciplinary practices without pro-active supports has been shown to increase problem behavior
Mayer (1995)
Positive Behavior Interventions and Supports (PBIS)
school and classroom-wide systems for all students staff and settings
specialized groupsystems for at-risk students
individualizedsystems for high-risk students
80 of
Students
15
5
CONTINUUM OF SCHOOL-WIDE BEHAVIOR SUPPORT
Tertiary Prevention
Secondary Prevention
Primary Prevention
Teaching Matrix
SETTING
All Settings Hallways Playgrounds CafeteriaLibrary
Computer Lab
Assembly Bus
Respect Ourselves
Be on taskGive your best effort
Be prepared
Walk Have a plan
Eat all your food
Select healthy foods
Study read compute
Sit in one spotWatch for your
stop
Respect Others
Be kindHandsfeet to
selfHelpshare with others
Use normal voice volumeWalk to right
Play safeInclude others
Share equipment
Practice good table manners
WhisperReturn books
ListenwatchUse appropriate
applause
Use a quiet voice
Stay in your seat
Respect Property
RecycleClean up after self
Pick up litterMaintain physical space
Use equipment properly
Put litter in garbage can
Replace trays amp utensilsClean up
eating area3
Push in chairs
Treat books carefully
Pick upTreat chairs
appropriately
Wipe your feetSit
appropriately
1 SOCIAL SKILL
3BEHAVIOREXAMPLES
2 NATU
RAL
CO
NTEXT
Positive Behavior Interventions and Supports (PBIS)
Positive relationships and positive interactions increase the likelihood of appropriate (positive) student responses
Teaching positively stated expectations (ldquodohelliprdquo) not negative (ldquodo notrdquo)
Defining clear equitable predictable consequences for meeting expectations
Defining clear equitable predictable consequences for not meeting expectations
Focus on teaching acceptable replacement behaviors
Examples of Data Decision Making
bull 1048700 Office Discipline Referrals
bull How many does it take before further action
bull What is the action
bull 1048700 Attendance
bull 1048700 Assignments
bull 1048700 Grades
How many does it take before
further action
What is the action
Using Data
bull School-Widendash Whatrsquos happeningndash Are we meeting our goalsndash Are we doing what we said we would
bull Individual Studentsndash Whatrsquos happeningndash What do we do nextndash Are we doing what we said we would
Assessment of systems
Continuum of Assessment and Support
Universal interventions
Specialized group interventions
Specialized individual intervention
Specialized individual intervention
Functional analysis
Functional Behavioral
assessment
Simple functional assessment
(Crone Horner 2003)
1 - 2
3 ndash 7
5 ndash 15
80 -85
Supplemental
Supplemental Supports
bull For those students who exhibit difficulties despite proactive school-wide prevention efforts
bull Likely to be students with both academic amp behavioral challenges
bull Approximately 10 of school population
The Problem-solving Process
1 Define the problem What is the problem and why is it happening
4 Evaluate Did our plan work
2 Develop a plan What are we going to do
3Implement the plan Carry out the intervention
Conduct Brief Functional Assessment
Is the behavior maintained by escape
from social interaction
Is the behavior related to lack of academic skills
Is the behavior maintained by peer
attention
Escape Motivated BEP
Reduce adult interaction
Use escape as a reinforcer
BEP + Academic Support
Increase academic support
Peer Motivated BEP
Allow student to earn reinforcers to share with peers
Horner Hawken Marsh
Requirements for Supplemental Interventions
Targeted individualized or small group interventions
bull 1048698 based on functional behavioral assessment information
bull 1048698 social skills instruction
bull 1048698 behavioral programming
Multiple opportunities forhigh rates of academic
success
Daily behavioral monitoring -Self andor adult
Regular frequentopportunities for positive reinforcement
Home-school connection
Critical Features of Supplemental Interventions
bull 1048700 Intervention is continuously available
bull 1048700 Rapid access to intervention (less than a week)
bull 1048700 Very low effort by teachers
bull 1048700 Positive system of support
bull 1048700 Implemented by all stafffaculty in a school
bull 1048700 Flexible intervention based on assessment (FBA)
bull 1048700 Consistent with school-wide expectations
bull 1048700 Adequate resources (admin team)
bull 1048700 Weekly meetings
bull 1048700 Student chooses to participate
bull 1048700 Continuous monitoring for decision-making
Rememberhellip
Without school-wide prevention
we cannot reliably identify
targeted-level students
The research says to hellip
bull Create systems-based preventive continuum of behavior support
bull Focus on adult behavior
bull Utilize data based decisions
bull Give priority to academic success
bull Invest in evidence-based practices
bull Teach amp acknowledge behavioral expectations
bull Work from a person-centered function-based approach
DE Contacts
Challenging Behaviors
Barb Rankin (515) 281 5447 barbrankiniowagov
Positive Behavior Supports (PBIS)
Susan Bruce (515) 281 3943 susanbruceiowagov
Thanks
Again thank you for your work on behalf of Iowarsquos children and families
Please feel free to contact the Iowa Department of Education or your trainer if you require further information
wwwiowagoveducate
- Amended Administrative Rules on Corporal Punishment Restraint and Physical Confinement and Detention
- Amended Rules
- Training Requirement
- Training Subjects
- Chapter 103rsquos Purpose [1031]
- Ban on Corporal Punishment [1032]
- What Corporal Punishment Is Not [1033]
- Material Restraints [1033]
- Exceptions amp Privileges [1034]
- Slide 10
- What is ldquoreasonable forcerdquo [1035]
- Slide 12
- Physical Confinement amp Detention [1036]
- Slide 14
- Slide 15
- Slide 16
- Additional Mandatory Minimum Procedures [1037]
- Definition of Physical Restraint
- Use of Seclusion and Restraint
- Restraint Additional Provisions [1038]
- Notice to Parents [1037]
- Documentation Required [1037]
- Documentation Contents
- Slide 24
- Additional Policies and Procedures
- Disciplinary options to seclusion amp restraint
- Slide 27
- Crisis Prevention Crisis Intervention Crisis De-escalation
- Slide 29
- De-escalation techniques
- Behavior Intervention Plan vs Crisis
- Student and Staff Debriefing
- Slide 33
- Safe and Effective Use of Seclusion amp Restraint
- Slide 35
- For More Information hellip
- Slide 37
- Prevention is Key
- Positive Behavior Interventions and Supports (PBIS)
- Slide 40
- Slide 41
- Slide 42
- Examples of Data Decision Making
- Slide 44
- Continuum of Assessment and Support
- Slide 46
- Slide 47
- The Problem-solving Process
- Slide 49
- Requirements for Supplemental Interventions
- Slide 51
- Slide 52
- The research says to hellip
- Slide 54
- DE Contacts
- Thanks
-
Training Subjects
Chapter 103 and the employerrsquos policies and procedures
Positive behavior interventions and supports
Disciplinary options to seclusion amp restraint
Crisis prevention crisis intervention crisis de-escalation techniques
Student and staff debriefing
Safe effective use of restraint and confinement and detention
Chapter 103rsquos Purpose [1031]
bull Provide guidance to employees of AEAs LEAs and accredited nonpublic schools
bull Limits on physical contact with students
bull Force used must be reasonable
bull Provide guidance on physical restraint
bull Provide guidance on use of ldquotime-outrdquo rooms ndash the function not the name determines the Chapterrsquos applicability
Ban on Corporal Punishment [1032]
Banned ldquoAn employee of a public school district accredited nonpublic school or [AEA] shall not inflict or cause to be inflicted corporal punishment on a studentrdquo
Defined ldquoThe intentional physical punishment of a studentrdquo including ldquothe use of unreasonable or unnecessary physical force or physical contact made with the intent to harm or cause painrdquo
What Corporal Punishment Is Not [1033]
bull ldquoVerbal recrimination or chastisementrdquobull Reasonable requests in physical education or
extracurricular athleticsbull Actions consistent with an IEP but an IEP
cannot violate the IDEAbull Detentions in a seat for reasonable periods
unless (a) this counts as ldquophysical confinement and detentionrdquo or (b) ldquomechanical restraintsrdquo are used
bull Actions taken against nonstudents
Material Restraints [1033]
Material (mechanical) restraints may not be used to confine or restrain students
This term does not include safety therapeutic or medical devices if used as designed and prescribed
If a device is used improperly that use violates these rules
Exceptions amp Privileges [1034]
No employee is forbidden from 1 ldquoUsing reasonable and necessary force not designed or intended
to cause painrdquo to accomplish hellip
ldquoQuell a disturbancerdquo or stop an act that threatens harm
Obtain a weapon or dangerous object from a student
Self-defense or the defense of others
Protection of property
Remove a disruptive student from school school property or school activities
Protect a student from self-inflicted harm
Protect the safety of others
Exceptions amp Privileges [1034]
No employee is forbidden from 2 ldquoUsing incidental minor or reasonable
physical contact to maintain order and controlrdquo
Remember hellip
An employee may not use unreasonable force to do any of the items in rule 1034
What is ldquoreasonable forcerdquo [1035]
Whether force is reasonable depends on the facts of each case considering 5 factors
1 Size physical mental psychological condition of the student
2 Nature of behavior or misconduct
3 Instrumentality used to apply force
4 Extent of injury to student if any
5 Employeersquos motivation in using force
What is ldquoreasonable forcerdquo [1035]
Remember hellip
ldquoReasonable physical force privileged at its inception does not lose its privileged status by reasons of an injury to the student not reasonably foreseeable or otherwise caused by intervening acts of another including the studentrdquo
Physical Confinement amp Detention [1036]
Defined ldquoconfinement of a student in a time-out room or some other enclosure whether within or outside the classroom from which the studentrsquos egress is restrictedrdquo
Not included time-out at a desk in a corner at the back of a class in the hall afterschool detention typical in-school suspension arrangements
Physical Confinement amp Detention [1036]
The room itself
Area of reasonable dimensions and free from hazards ldquoconsidering the age size and physical and mental condition of the studentrdquo
Sufficient light and adequate ventilation
Comfortable temperature consistent with the facility including the enclosure
Physical Confinement amp Detention [1036]
Time of confinement and detention Period of confinement and detention must be
ldquoreasonablerdquo considering childrsquos age condition Reasonable breaks for bodily needs (sleep does
not count) If period exceeds 60 minutes or typical class
period (whichever is shorter) staff must (a) obtain administrator (or designee) approval and (b) comply with directives and conditions on continued confinement and detention
Physical Confinement amp Detention [1036]
Additional requirements
ldquoAdequate and continuous adult supervisionrdquo is mandatory
Material restraints must not be used to maintain confinement and detention
If a locking mechanism is used the mechanism must comply with all building and fire codes and either
operate only when held in place by an adult (Staff shall not disable these mechanisms so they do not require an adult to hold in place) or release when
the buildingrsquos alarms sound open from the inside when lock is released
Additional Mandatory Minimum Procedures [1037]
The rules are mandatory but an agency may adopt additional policies and procedures
Required procedures includeUse of restraint and confinementTraining on restraint and confinementParent notificationDocumentation
Definition of Physical Restraint
The application of physical force by 1 or more individuals that reduces or restricts another individualrsquos ability to move his or her arms legs or head freely This does not include the temporary holding of an individual to assist with participation in activities of daily living (ADLs) without the risk of physical harm to an individual
Welfare League of America (2002)
Use of Seclusion and Restraint
Shall not be used as ldquodiscipline for minor infractionsrdquo
May ldquoonly be used if other disciplinary techniques have been attemptedrdquo if reasonable
Note need not use alternatives if not reasonable
Period of restraint shall be reasonable and necessary in duration
Restraint Additional Provisions [1038]
No employee shall use prone restraint Defined ldquoheld face downrdquo If used in an emergency staff must take
immediate steps to end the prone restraintNo employee shall use any restraint that
obstructs a childrsquos airwayIf a child signs or uses an augmentative mode of
communication the child must be allowed to have hands free to communicate unless harm appears likely to result
Remember this rule does not alter any immunity from lawsuit granted by statute
Notice to Parents [1037]
bull Notice to parents annuallyndash of these rulesndash of any additional policy and procedure
bull Attempt to notify parents on the day of an instance of restraint or confinement amp detention
bull Provide a written copy of documentation to parentsndash postmarked within three days of instance
ndash parents may elect to receive documents by e-mail or fax
Documentation Required [1037]
bull Schools shall maintain documentation for each instance of restraint or confinement
bull Purposes of documentation requirement Accurate record of each instance Required notice to parents Use for decision making (student
classroom building district)
Documentation Contents
bull Name of student involved
bull Name of employees involved including the administrator authorizing any additional period of confinement
bull Date
bull Time
bull Duration
Documentation Contents
bull Actions of student before during and after incident
bull Actions of employees before during and after incident (including student and staff debriefing)
bull Alternatives to restraint or confinement attempted (if any)
bull A description of injuries (to student or others) and property damage
bull A description of future approaches to studentsrsquo behavior (ie meet to revise IEP)
Additional Policies and Procedures
Does your district AEA or accredited nonpublic school have additional policies or procedures
If so you are required to follow them
Disciplinary options to seclusion amp restraint
Why should schools care about options to seclusion and restraint
A range of options increase the effectiveness of responses to unacceptable behavior
Using seclusion or restraint when other options would work decreases the effectiveness of seclusion and restraint
By rule seclusion and restraint shall not be used as ldquodiscipline for minor infractionsrdquo Iowa Admin Code r 281-1037 para 1
Disciplinary options to seclusion amp restraint
Options include hellip Redirection Offering choices Time-out at the studentrsquos desk Time-out in a location in the classroom
The options employed should match the function of the childrsquos behavior (avoidance attention etc) and should address both prevention and consequences
Crisis Prevention Crisis Intervention Crisis De-escalationIf a crisis is avoided all benefit
What is a crisis If safety is an issue you are probably in a crisis
A calm approach to a crisis with an opportunity for a student to take an alternative action is the foundation for avoiding resolving or terminating a crisis
Crisis Prevention Crisis Intervention Crisis De-escalation
bull Maintain a calm voice and demeanor
bull Provide clear guidelines for the child
bull If the child has a behavior plan follow it
bull Provide a more attractive alternative option for the child to choose
bull Above all remember your safety the childrsquos safety and the safety of others
De-escalation techniques
Examples includebull Talking in a calm voicebull Adults moving in slow movements
providing minimal startles to individualbull Offering choicesbull Providing clear guidelinesbull Removing stressorsbull Providing calming items or activities
Behavior Intervention Plan vs Crisis
If child has a Behavior Intervention Plan for this situation follow the plan
The plan should be matched to the function of behavior and would be the appropriate response to an expected crisis condition
If the child does not have a Behavior Intervention Plan for this situation it is most likely because it is a new situation a student who is not ldquopronerdquo to this type of situation or the adults available are unaware
FOLLOW DE-ESCALATION PROCEDURES
Student and Staff Debriefing
bull ldquoDebriefrdquo is defined by the American Heritage Dictionary (4th ed 2000) as follows ldquoTo question to obtain knowledge or intelligence gathered especially on a military missionrdquo
bull The rules use this word in its broadest possible meaning
bull Purpose to gather useful information
Student and Staff DebriefingSome information that might be useful
What happenedDo you understand why it happenedWhy did you do what you didWhat could you have done insteadWhat could you do if there is a ldquonext timerdquoHow can we help you if there is a ldquonext timerdquoHow can we help you so there will not be a ldquonext
timerdquo
Safe and Effective Use of Seclusion amp Restraint
bull Remember safety firstbull Your safetybull The safety of the student and othersbull Certain things to remember
ndash The studentrsquos condition (age physical condition presence of weapon)
ndash Control of the student (immobilization of the student but only to the extent necessary)
ndash Protection of the student (avoid actions that threaten the studentrsquos health or safety)
Safe and Effective Use of Seclusion amp Restraint
Effective use
What are the purposes of seclusion and restraint
Does the use of seclusion and restraint in a particular case advance one of those purposes
Is seclusion and restraint used only when necessary
For More Information hellip
Feel free to contact
o your districtrsquos director of special education
o your AEA
o the Iowa Department of Education
Prevention is Key
PBIS is a broad range of systemic and individualized strategies for achieving important social and learning outcomes while preventing problem behavior
Contributed by OSEP Center on PBIS
What does the research say about PBIS
PBIS has been shown to increase preferred behaviors increase student time spent in instruction decrease office referrals and decrease suspensions
Lohrmann et al (2008)
helliphellip reliance on exclusionary and punishment-centered disciplinary practices without pro-active supports has been shown to increase problem behavior
Mayer (1995)
Positive Behavior Interventions and Supports (PBIS)
school and classroom-wide systems for all students staff and settings
specialized groupsystems for at-risk students
individualizedsystems for high-risk students
80 of
Students
15
5
CONTINUUM OF SCHOOL-WIDE BEHAVIOR SUPPORT
Tertiary Prevention
Secondary Prevention
Primary Prevention
Teaching Matrix
SETTING
All Settings Hallways Playgrounds CafeteriaLibrary
Computer Lab
Assembly Bus
Respect Ourselves
Be on taskGive your best effort
Be prepared
Walk Have a plan
Eat all your food
Select healthy foods
Study read compute
Sit in one spotWatch for your
stop
Respect Others
Be kindHandsfeet to
selfHelpshare with others
Use normal voice volumeWalk to right
Play safeInclude others
Share equipment
Practice good table manners
WhisperReturn books
ListenwatchUse appropriate
applause
Use a quiet voice
Stay in your seat
Respect Property
RecycleClean up after self
Pick up litterMaintain physical space
Use equipment properly
Put litter in garbage can
Replace trays amp utensilsClean up
eating area3
Push in chairs
Treat books carefully
Pick upTreat chairs
appropriately
Wipe your feetSit
appropriately
1 SOCIAL SKILL
3BEHAVIOREXAMPLES
2 NATU
RAL
CO
NTEXT
Positive Behavior Interventions and Supports (PBIS)
Positive relationships and positive interactions increase the likelihood of appropriate (positive) student responses
Teaching positively stated expectations (ldquodohelliprdquo) not negative (ldquodo notrdquo)
Defining clear equitable predictable consequences for meeting expectations
Defining clear equitable predictable consequences for not meeting expectations
Focus on teaching acceptable replacement behaviors
Examples of Data Decision Making
bull 1048700 Office Discipline Referrals
bull How many does it take before further action
bull What is the action
bull 1048700 Attendance
bull 1048700 Assignments
bull 1048700 Grades
How many does it take before
further action
What is the action
Using Data
bull School-Widendash Whatrsquos happeningndash Are we meeting our goalsndash Are we doing what we said we would
bull Individual Studentsndash Whatrsquos happeningndash What do we do nextndash Are we doing what we said we would
Assessment of systems
Continuum of Assessment and Support
Universal interventions
Specialized group interventions
Specialized individual intervention
Specialized individual intervention
Functional analysis
Functional Behavioral
assessment
Simple functional assessment
(Crone Horner 2003)
1 - 2
3 ndash 7
5 ndash 15
80 -85
Supplemental
Supplemental Supports
bull For those students who exhibit difficulties despite proactive school-wide prevention efforts
bull Likely to be students with both academic amp behavioral challenges
bull Approximately 10 of school population
The Problem-solving Process
1 Define the problem What is the problem and why is it happening
4 Evaluate Did our plan work
2 Develop a plan What are we going to do
3Implement the plan Carry out the intervention
Conduct Brief Functional Assessment
Is the behavior maintained by escape
from social interaction
Is the behavior related to lack of academic skills
Is the behavior maintained by peer
attention
Escape Motivated BEP
Reduce adult interaction
Use escape as a reinforcer
BEP + Academic Support
Increase academic support
Peer Motivated BEP
Allow student to earn reinforcers to share with peers
Horner Hawken Marsh
Requirements for Supplemental Interventions
Targeted individualized or small group interventions
bull 1048698 based on functional behavioral assessment information
bull 1048698 social skills instruction
bull 1048698 behavioral programming
Multiple opportunities forhigh rates of academic
success
Daily behavioral monitoring -Self andor adult
Regular frequentopportunities for positive reinforcement
Home-school connection
Critical Features of Supplemental Interventions
bull 1048700 Intervention is continuously available
bull 1048700 Rapid access to intervention (less than a week)
bull 1048700 Very low effort by teachers
bull 1048700 Positive system of support
bull 1048700 Implemented by all stafffaculty in a school
bull 1048700 Flexible intervention based on assessment (FBA)
bull 1048700 Consistent with school-wide expectations
bull 1048700 Adequate resources (admin team)
bull 1048700 Weekly meetings
bull 1048700 Student chooses to participate
bull 1048700 Continuous monitoring for decision-making
Rememberhellip
Without school-wide prevention
we cannot reliably identify
targeted-level students
The research says to hellip
bull Create systems-based preventive continuum of behavior support
bull Focus on adult behavior
bull Utilize data based decisions
bull Give priority to academic success
bull Invest in evidence-based practices
bull Teach amp acknowledge behavioral expectations
bull Work from a person-centered function-based approach
DE Contacts
Challenging Behaviors
Barb Rankin (515) 281 5447 barbrankiniowagov
Positive Behavior Supports (PBIS)
Susan Bruce (515) 281 3943 susanbruceiowagov
Thanks
Again thank you for your work on behalf of Iowarsquos children and families
Please feel free to contact the Iowa Department of Education or your trainer if you require further information
wwwiowagoveducate
- Amended Administrative Rules on Corporal Punishment Restraint and Physical Confinement and Detention
- Amended Rules
- Training Requirement
- Training Subjects
- Chapter 103rsquos Purpose [1031]
- Ban on Corporal Punishment [1032]
- What Corporal Punishment Is Not [1033]
- Material Restraints [1033]
- Exceptions amp Privileges [1034]
- Slide 10
- What is ldquoreasonable forcerdquo [1035]
- Slide 12
- Physical Confinement amp Detention [1036]
- Slide 14
- Slide 15
- Slide 16
- Additional Mandatory Minimum Procedures [1037]
- Definition of Physical Restraint
- Use of Seclusion and Restraint
- Restraint Additional Provisions [1038]
- Notice to Parents [1037]
- Documentation Required [1037]
- Documentation Contents
- Slide 24
- Additional Policies and Procedures
- Disciplinary options to seclusion amp restraint
- Slide 27
- Crisis Prevention Crisis Intervention Crisis De-escalation
- Slide 29
- De-escalation techniques
- Behavior Intervention Plan vs Crisis
- Student and Staff Debriefing
- Slide 33
- Safe and Effective Use of Seclusion amp Restraint
- Slide 35
- For More Information hellip
- Slide 37
- Prevention is Key
- Positive Behavior Interventions and Supports (PBIS)
- Slide 40
- Slide 41
- Slide 42
- Examples of Data Decision Making
- Slide 44
- Continuum of Assessment and Support
- Slide 46
- Slide 47
- The Problem-solving Process
- Slide 49
- Requirements for Supplemental Interventions
- Slide 51
- Slide 52
- The research says to hellip
- Slide 54
- DE Contacts
- Thanks
-
Chapter 103rsquos Purpose [1031]
bull Provide guidance to employees of AEAs LEAs and accredited nonpublic schools
bull Limits on physical contact with students
bull Force used must be reasonable
bull Provide guidance on physical restraint
bull Provide guidance on use of ldquotime-outrdquo rooms ndash the function not the name determines the Chapterrsquos applicability
Ban on Corporal Punishment [1032]
Banned ldquoAn employee of a public school district accredited nonpublic school or [AEA] shall not inflict or cause to be inflicted corporal punishment on a studentrdquo
Defined ldquoThe intentional physical punishment of a studentrdquo including ldquothe use of unreasonable or unnecessary physical force or physical contact made with the intent to harm or cause painrdquo
What Corporal Punishment Is Not [1033]
bull ldquoVerbal recrimination or chastisementrdquobull Reasonable requests in physical education or
extracurricular athleticsbull Actions consistent with an IEP but an IEP
cannot violate the IDEAbull Detentions in a seat for reasonable periods
unless (a) this counts as ldquophysical confinement and detentionrdquo or (b) ldquomechanical restraintsrdquo are used
bull Actions taken against nonstudents
Material Restraints [1033]
Material (mechanical) restraints may not be used to confine or restrain students
This term does not include safety therapeutic or medical devices if used as designed and prescribed
If a device is used improperly that use violates these rules
Exceptions amp Privileges [1034]
No employee is forbidden from 1 ldquoUsing reasonable and necessary force not designed or intended
to cause painrdquo to accomplish hellip
ldquoQuell a disturbancerdquo or stop an act that threatens harm
Obtain a weapon or dangerous object from a student
Self-defense or the defense of others
Protection of property
Remove a disruptive student from school school property or school activities
Protect a student from self-inflicted harm
Protect the safety of others
Exceptions amp Privileges [1034]
No employee is forbidden from 2 ldquoUsing incidental minor or reasonable
physical contact to maintain order and controlrdquo
Remember hellip
An employee may not use unreasonable force to do any of the items in rule 1034
What is ldquoreasonable forcerdquo [1035]
Whether force is reasonable depends on the facts of each case considering 5 factors
1 Size physical mental psychological condition of the student
2 Nature of behavior or misconduct
3 Instrumentality used to apply force
4 Extent of injury to student if any
5 Employeersquos motivation in using force
What is ldquoreasonable forcerdquo [1035]
Remember hellip
ldquoReasonable physical force privileged at its inception does not lose its privileged status by reasons of an injury to the student not reasonably foreseeable or otherwise caused by intervening acts of another including the studentrdquo
Physical Confinement amp Detention [1036]
Defined ldquoconfinement of a student in a time-out room or some other enclosure whether within or outside the classroom from which the studentrsquos egress is restrictedrdquo
Not included time-out at a desk in a corner at the back of a class in the hall afterschool detention typical in-school suspension arrangements
Physical Confinement amp Detention [1036]
The room itself
Area of reasonable dimensions and free from hazards ldquoconsidering the age size and physical and mental condition of the studentrdquo
Sufficient light and adequate ventilation
Comfortable temperature consistent with the facility including the enclosure
Physical Confinement amp Detention [1036]
Time of confinement and detention Period of confinement and detention must be
ldquoreasonablerdquo considering childrsquos age condition Reasonable breaks for bodily needs (sleep does
not count) If period exceeds 60 minutes or typical class
period (whichever is shorter) staff must (a) obtain administrator (or designee) approval and (b) comply with directives and conditions on continued confinement and detention
Physical Confinement amp Detention [1036]
Additional requirements
ldquoAdequate and continuous adult supervisionrdquo is mandatory
Material restraints must not be used to maintain confinement and detention
If a locking mechanism is used the mechanism must comply with all building and fire codes and either
operate only when held in place by an adult (Staff shall not disable these mechanisms so they do not require an adult to hold in place) or release when
the buildingrsquos alarms sound open from the inside when lock is released
Additional Mandatory Minimum Procedures [1037]
The rules are mandatory but an agency may adopt additional policies and procedures
Required procedures includeUse of restraint and confinementTraining on restraint and confinementParent notificationDocumentation
Definition of Physical Restraint
The application of physical force by 1 or more individuals that reduces or restricts another individualrsquos ability to move his or her arms legs or head freely This does not include the temporary holding of an individual to assist with participation in activities of daily living (ADLs) without the risk of physical harm to an individual
Welfare League of America (2002)
Use of Seclusion and Restraint
Shall not be used as ldquodiscipline for minor infractionsrdquo
May ldquoonly be used if other disciplinary techniques have been attemptedrdquo if reasonable
Note need not use alternatives if not reasonable
Period of restraint shall be reasonable and necessary in duration
Restraint Additional Provisions [1038]
No employee shall use prone restraint Defined ldquoheld face downrdquo If used in an emergency staff must take
immediate steps to end the prone restraintNo employee shall use any restraint that
obstructs a childrsquos airwayIf a child signs or uses an augmentative mode of
communication the child must be allowed to have hands free to communicate unless harm appears likely to result
Remember this rule does not alter any immunity from lawsuit granted by statute
Notice to Parents [1037]
bull Notice to parents annuallyndash of these rulesndash of any additional policy and procedure
bull Attempt to notify parents on the day of an instance of restraint or confinement amp detention
bull Provide a written copy of documentation to parentsndash postmarked within three days of instance
ndash parents may elect to receive documents by e-mail or fax
Documentation Required [1037]
bull Schools shall maintain documentation for each instance of restraint or confinement
bull Purposes of documentation requirement Accurate record of each instance Required notice to parents Use for decision making (student
classroom building district)
Documentation Contents
bull Name of student involved
bull Name of employees involved including the administrator authorizing any additional period of confinement
bull Date
bull Time
bull Duration
Documentation Contents
bull Actions of student before during and after incident
bull Actions of employees before during and after incident (including student and staff debriefing)
bull Alternatives to restraint or confinement attempted (if any)
bull A description of injuries (to student or others) and property damage
bull A description of future approaches to studentsrsquo behavior (ie meet to revise IEP)
Additional Policies and Procedures
Does your district AEA or accredited nonpublic school have additional policies or procedures
If so you are required to follow them
Disciplinary options to seclusion amp restraint
Why should schools care about options to seclusion and restraint
A range of options increase the effectiveness of responses to unacceptable behavior
Using seclusion or restraint when other options would work decreases the effectiveness of seclusion and restraint
By rule seclusion and restraint shall not be used as ldquodiscipline for minor infractionsrdquo Iowa Admin Code r 281-1037 para 1
Disciplinary options to seclusion amp restraint
Options include hellip Redirection Offering choices Time-out at the studentrsquos desk Time-out in a location in the classroom
The options employed should match the function of the childrsquos behavior (avoidance attention etc) and should address both prevention and consequences
Crisis Prevention Crisis Intervention Crisis De-escalationIf a crisis is avoided all benefit
What is a crisis If safety is an issue you are probably in a crisis
A calm approach to a crisis with an opportunity for a student to take an alternative action is the foundation for avoiding resolving or terminating a crisis
Crisis Prevention Crisis Intervention Crisis De-escalation
bull Maintain a calm voice and demeanor
bull Provide clear guidelines for the child
bull If the child has a behavior plan follow it
bull Provide a more attractive alternative option for the child to choose
bull Above all remember your safety the childrsquos safety and the safety of others
De-escalation techniques
Examples includebull Talking in a calm voicebull Adults moving in slow movements
providing minimal startles to individualbull Offering choicesbull Providing clear guidelinesbull Removing stressorsbull Providing calming items or activities
Behavior Intervention Plan vs Crisis
If child has a Behavior Intervention Plan for this situation follow the plan
The plan should be matched to the function of behavior and would be the appropriate response to an expected crisis condition
If the child does not have a Behavior Intervention Plan for this situation it is most likely because it is a new situation a student who is not ldquopronerdquo to this type of situation or the adults available are unaware
FOLLOW DE-ESCALATION PROCEDURES
Student and Staff Debriefing
bull ldquoDebriefrdquo is defined by the American Heritage Dictionary (4th ed 2000) as follows ldquoTo question to obtain knowledge or intelligence gathered especially on a military missionrdquo
bull The rules use this word in its broadest possible meaning
bull Purpose to gather useful information
Student and Staff DebriefingSome information that might be useful
What happenedDo you understand why it happenedWhy did you do what you didWhat could you have done insteadWhat could you do if there is a ldquonext timerdquoHow can we help you if there is a ldquonext timerdquoHow can we help you so there will not be a ldquonext
timerdquo
Safe and Effective Use of Seclusion amp Restraint
bull Remember safety firstbull Your safetybull The safety of the student and othersbull Certain things to remember
ndash The studentrsquos condition (age physical condition presence of weapon)
ndash Control of the student (immobilization of the student but only to the extent necessary)
ndash Protection of the student (avoid actions that threaten the studentrsquos health or safety)
Safe and Effective Use of Seclusion amp Restraint
Effective use
What are the purposes of seclusion and restraint
Does the use of seclusion and restraint in a particular case advance one of those purposes
Is seclusion and restraint used only when necessary
For More Information hellip
Feel free to contact
o your districtrsquos director of special education
o your AEA
o the Iowa Department of Education
Prevention is Key
PBIS is a broad range of systemic and individualized strategies for achieving important social and learning outcomes while preventing problem behavior
Contributed by OSEP Center on PBIS
What does the research say about PBIS
PBIS has been shown to increase preferred behaviors increase student time spent in instruction decrease office referrals and decrease suspensions
Lohrmann et al (2008)
helliphellip reliance on exclusionary and punishment-centered disciplinary practices without pro-active supports has been shown to increase problem behavior
Mayer (1995)
Positive Behavior Interventions and Supports (PBIS)
school and classroom-wide systems for all students staff and settings
specialized groupsystems for at-risk students
individualizedsystems for high-risk students
80 of
Students
15
5
CONTINUUM OF SCHOOL-WIDE BEHAVIOR SUPPORT
Tertiary Prevention
Secondary Prevention
Primary Prevention
Teaching Matrix
SETTING
All Settings Hallways Playgrounds CafeteriaLibrary
Computer Lab
Assembly Bus
Respect Ourselves
Be on taskGive your best effort
Be prepared
Walk Have a plan
Eat all your food
Select healthy foods
Study read compute
Sit in one spotWatch for your
stop
Respect Others
Be kindHandsfeet to
selfHelpshare with others
Use normal voice volumeWalk to right
Play safeInclude others
Share equipment
Practice good table manners
WhisperReturn books
ListenwatchUse appropriate
applause
Use a quiet voice
Stay in your seat
Respect Property
RecycleClean up after self
Pick up litterMaintain physical space
Use equipment properly
Put litter in garbage can
Replace trays amp utensilsClean up
eating area3
Push in chairs
Treat books carefully
Pick upTreat chairs
appropriately
Wipe your feetSit
appropriately
1 SOCIAL SKILL
3BEHAVIOREXAMPLES
2 NATU
RAL
CO
NTEXT
Positive Behavior Interventions and Supports (PBIS)
Positive relationships and positive interactions increase the likelihood of appropriate (positive) student responses
Teaching positively stated expectations (ldquodohelliprdquo) not negative (ldquodo notrdquo)
Defining clear equitable predictable consequences for meeting expectations
Defining clear equitable predictable consequences for not meeting expectations
Focus on teaching acceptable replacement behaviors
Examples of Data Decision Making
bull 1048700 Office Discipline Referrals
bull How many does it take before further action
bull What is the action
bull 1048700 Attendance
bull 1048700 Assignments
bull 1048700 Grades
How many does it take before
further action
What is the action
Using Data
bull School-Widendash Whatrsquos happeningndash Are we meeting our goalsndash Are we doing what we said we would
bull Individual Studentsndash Whatrsquos happeningndash What do we do nextndash Are we doing what we said we would
Assessment of systems
Continuum of Assessment and Support
Universal interventions
Specialized group interventions
Specialized individual intervention
Specialized individual intervention
Functional analysis
Functional Behavioral
assessment
Simple functional assessment
(Crone Horner 2003)
1 - 2
3 ndash 7
5 ndash 15
80 -85
Supplemental
Supplemental Supports
bull For those students who exhibit difficulties despite proactive school-wide prevention efforts
bull Likely to be students with both academic amp behavioral challenges
bull Approximately 10 of school population
The Problem-solving Process
1 Define the problem What is the problem and why is it happening
4 Evaluate Did our plan work
2 Develop a plan What are we going to do
3Implement the plan Carry out the intervention
Conduct Brief Functional Assessment
Is the behavior maintained by escape
from social interaction
Is the behavior related to lack of academic skills
Is the behavior maintained by peer
attention
Escape Motivated BEP
Reduce adult interaction
Use escape as a reinforcer
BEP + Academic Support
Increase academic support
Peer Motivated BEP
Allow student to earn reinforcers to share with peers
Horner Hawken Marsh
Requirements for Supplemental Interventions
Targeted individualized or small group interventions
bull 1048698 based on functional behavioral assessment information
bull 1048698 social skills instruction
bull 1048698 behavioral programming
Multiple opportunities forhigh rates of academic
success
Daily behavioral monitoring -Self andor adult
Regular frequentopportunities for positive reinforcement
Home-school connection
Critical Features of Supplemental Interventions
bull 1048700 Intervention is continuously available
bull 1048700 Rapid access to intervention (less than a week)
bull 1048700 Very low effort by teachers
bull 1048700 Positive system of support
bull 1048700 Implemented by all stafffaculty in a school
bull 1048700 Flexible intervention based on assessment (FBA)
bull 1048700 Consistent with school-wide expectations
bull 1048700 Adequate resources (admin team)
bull 1048700 Weekly meetings
bull 1048700 Student chooses to participate
bull 1048700 Continuous monitoring for decision-making
Rememberhellip
Without school-wide prevention
we cannot reliably identify
targeted-level students
The research says to hellip
bull Create systems-based preventive continuum of behavior support
bull Focus on adult behavior
bull Utilize data based decisions
bull Give priority to academic success
bull Invest in evidence-based practices
bull Teach amp acknowledge behavioral expectations
bull Work from a person-centered function-based approach
DE Contacts
Challenging Behaviors
Barb Rankin (515) 281 5447 barbrankiniowagov
Positive Behavior Supports (PBIS)
Susan Bruce (515) 281 3943 susanbruceiowagov
Thanks
Again thank you for your work on behalf of Iowarsquos children and families
Please feel free to contact the Iowa Department of Education or your trainer if you require further information
wwwiowagoveducate
- Amended Administrative Rules on Corporal Punishment Restraint and Physical Confinement and Detention
- Amended Rules
- Training Requirement
- Training Subjects
- Chapter 103rsquos Purpose [1031]
- Ban on Corporal Punishment [1032]
- What Corporal Punishment Is Not [1033]
- Material Restraints [1033]
- Exceptions amp Privileges [1034]
- Slide 10
- What is ldquoreasonable forcerdquo [1035]
- Slide 12
- Physical Confinement amp Detention [1036]
- Slide 14
- Slide 15
- Slide 16
- Additional Mandatory Minimum Procedures [1037]
- Definition of Physical Restraint
- Use of Seclusion and Restraint
- Restraint Additional Provisions [1038]
- Notice to Parents [1037]
- Documentation Required [1037]
- Documentation Contents
- Slide 24
- Additional Policies and Procedures
- Disciplinary options to seclusion amp restraint
- Slide 27
- Crisis Prevention Crisis Intervention Crisis De-escalation
- Slide 29
- De-escalation techniques
- Behavior Intervention Plan vs Crisis
- Student and Staff Debriefing
- Slide 33
- Safe and Effective Use of Seclusion amp Restraint
- Slide 35
- For More Information hellip
- Slide 37
- Prevention is Key
- Positive Behavior Interventions and Supports (PBIS)
- Slide 40
- Slide 41
- Slide 42
- Examples of Data Decision Making
- Slide 44
- Continuum of Assessment and Support
- Slide 46
- Slide 47
- The Problem-solving Process
- Slide 49
- Requirements for Supplemental Interventions
- Slide 51
- Slide 52
- The research says to hellip
- Slide 54
- DE Contacts
- Thanks
-
Ban on Corporal Punishment [1032]
Banned ldquoAn employee of a public school district accredited nonpublic school or [AEA] shall not inflict or cause to be inflicted corporal punishment on a studentrdquo
Defined ldquoThe intentional physical punishment of a studentrdquo including ldquothe use of unreasonable or unnecessary physical force or physical contact made with the intent to harm or cause painrdquo
What Corporal Punishment Is Not [1033]
bull ldquoVerbal recrimination or chastisementrdquobull Reasonable requests in physical education or
extracurricular athleticsbull Actions consistent with an IEP but an IEP
cannot violate the IDEAbull Detentions in a seat for reasonable periods
unless (a) this counts as ldquophysical confinement and detentionrdquo or (b) ldquomechanical restraintsrdquo are used
bull Actions taken against nonstudents
Material Restraints [1033]
Material (mechanical) restraints may not be used to confine or restrain students
This term does not include safety therapeutic or medical devices if used as designed and prescribed
If a device is used improperly that use violates these rules
Exceptions amp Privileges [1034]
No employee is forbidden from 1 ldquoUsing reasonable and necessary force not designed or intended
to cause painrdquo to accomplish hellip
ldquoQuell a disturbancerdquo or stop an act that threatens harm
Obtain a weapon or dangerous object from a student
Self-defense or the defense of others
Protection of property
Remove a disruptive student from school school property or school activities
Protect a student from self-inflicted harm
Protect the safety of others
Exceptions amp Privileges [1034]
No employee is forbidden from 2 ldquoUsing incidental minor or reasonable
physical contact to maintain order and controlrdquo
Remember hellip
An employee may not use unreasonable force to do any of the items in rule 1034
What is ldquoreasonable forcerdquo [1035]
Whether force is reasonable depends on the facts of each case considering 5 factors
1 Size physical mental psychological condition of the student
2 Nature of behavior or misconduct
3 Instrumentality used to apply force
4 Extent of injury to student if any
5 Employeersquos motivation in using force
What is ldquoreasonable forcerdquo [1035]
Remember hellip
ldquoReasonable physical force privileged at its inception does not lose its privileged status by reasons of an injury to the student not reasonably foreseeable or otherwise caused by intervening acts of another including the studentrdquo
Physical Confinement amp Detention [1036]
Defined ldquoconfinement of a student in a time-out room or some other enclosure whether within or outside the classroom from which the studentrsquos egress is restrictedrdquo
Not included time-out at a desk in a corner at the back of a class in the hall afterschool detention typical in-school suspension arrangements
Physical Confinement amp Detention [1036]
The room itself
Area of reasonable dimensions and free from hazards ldquoconsidering the age size and physical and mental condition of the studentrdquo
Sufficient light and adequate ventilation
Comfortable temperature consistent with the facility including the enclosure
Physical Confinement amp Detention [1036]
Time of confinement and detention Period of confinement and detention must be
ldquoreasonablerdquo considering childrsquos age condition Reasonable breaks for bodily needs (sleep does
not count) If period exceeds 60 minutes or typical class
period (whichever is shorter) staff must (a) obtain administrator (or designee) approval and (b) comply with directives and conditions on continued confinement and detention
Physical Confinement amp Detention [1036]
Additional requirements
ldquoAdequate and continuous adult supervisionrdquo is mandatory
Material restraints must not be used to maintain confinement and detention
If a locking mechanism is used the mechanism must comply with all building and fire codes and either
operate only when held in place by an adult (Staff shall not disable these mechanisms so they do not require an adult to hold in place) or release when
the buildingrsquos alarms sound open from the inside when lock is released
Additional Mandatory Minimum Procedures [1037]
The rules are mandatory but an agency may adopt additional policies and procedures
Required procedures includeUse of restraint and confinementTraining on restraint and confinementParent notificationDocumentation
Definition of Physical Restraint
The application of physical force by 1 or more individuals that reduces or restricts another individualrsquos ability to move his or her arms legs or head freely This does not include the temporary holding of an individual to assist with participation in activities of daily living (ADLs) without the risk of physical harm to an individual
Welfare League of America (2002)
Use of Seclusion and Restraint
Shall not be used as ldquodiscipline for minor infractionsrdquo
May ldquoonly be used if other disciplinary techniques have been attemptedrdquo if reasonable
Note need not use alternatives if not reasonable
Period of restraint shall be reasonable and necessary in duration
Restraint Additional Provisions [1038]
No employee shall use prone restraint Defined ldquoheld face downrdquo If used in an emergency staff must take
immediate steps to end the prone restraintNo employee shall use any restraint that
obstructs a childrsquos airwayIf a child signs or uses an augmentative mode of
communication the child must be allowed to have hands free to communicate unless harm appears likely to result
Remember this rule does not alter any immunity from lawsuit granted by statute
Notice to Parents [1037]
bull Notice to parents annuallyndash of these rulesndash of any additional policy and procedure
bull Attempt to notify parents on the day of an instance of restraint or confinement amp detention
bull Provide a written copy of documentation to parentsndash postmarked within three days of instance
ndash parents may elect to receive documents by e-mail or fax
Documentation Required [1037]
bull Schools shall maintain documentation for each instance of restraint or confinement
bull Purposes of documentation requirement Accurate record of each instance Required notice to parents Use for decision making (student
classroom building district)
Documentation Contents
bull Name of student involved
bull Name of employees involved including the administrator authorizing any additional period of confinement
bull Date
bull Time
bull Duration
Documentation Contents
bull Actions of student before during and after incident
bull Actions of employees before during and after incident (including student and staff debriefing)
bull Alternatives to restraint or confinement attempted (if any)
bull A description of injuries (to student or others) and property damage
bull A description of future approaches to studentsrsquo behavior (ie meet to revise IEP)
Additional Policies and Procedures
Does your district AEA or accredited nonpublic school have additional policies or procedures
If so you are required to follow them
Disciplinary options to seclusion amp restraint
Why should schools care about options to seclusion and restraint
A range of options increase the effectiveness of responses to unacceptable behavior
Using seclusion or restraint when other options would work decreases the effectiveness of seclusion and restraint
By rule seclusion and restraint shall not be used as ldquodiscipline for minor infractionsrdquo Iowa Admin Code r 281-1037 para 1
Disciplinary options to seclusion amp restraint
Options include hellip Redirection Offering choices Time-out at the studentrsquos desk Time-out in a location in the classroom
The options employed should match the function of the childrsquos behavior (avoidance attention etc) and should address both prevention and consequences
Crisis Prevention Crisis Intervention Crisis De-escalationIf a crisis is avoided all benefit
What is a crisis If safety is an issue you are probably in a crisis
A calm approach to a crisis with an opportunity for a student to take an alternative action is the foundation for avoiding resolving or terminating a crisis
Crisis Prevention Crisis Intervention Crisis De-escalation
bull Maintain a calm voice and demeanor
bull Provide clear guidelines for the child
bull If the child has a behavior plan follow it
bull Provide a more attractive alternative option for the child to choose
bull Above all remember your safety the childrsquos safety and the safety of others
De-escalation techniques
Examples includebull Talking in a calm voicebull Adults moving in slow movements
providing minimal startles to individualbull Offering choicesbull Providing clear guidelinesbull Removing stressorsbull Providing calming items or activities
Behavior Intervention Plan vs Crisis
If child has a Behavior Intervention Plan for this situation follow the plan
The plan should be matched to the function of behavior and would be the appropriate response to an expected crisis condition
If the child does not have a Behavior Intervention Plan for this situation it is most likely because it is a new situation a student who is not ldquopronerdquo to this type of situation or the adults available are unaware
FOLLOW DE-ESCALATION PROCEDURES
Student and Staff Debriefing
bull ldquoDebriefrdquo is defined by the American Heritage Dictionary (4th ed 2000) as follows ldquoTo question to obtain knowledge or intelligence gathered especially on a military missionrdquo
bull The rules use this word in its broadest possible meaning
bull Purpose to gather useful information
Student and Staff DebriefingSome information that might be useful
What happenedDo you understand why it happenedWhy did you do what you didWhat could you have done insteadWhat could you do if there is a ldquonext timerdquoHow can we help you if there is a ldquonext timerdquoHow can we help you so there will not be a ldquonext
timerdquo
Safe and Effective Use of Seclusion amp Restraint
bull Remember safety firstbull Your safetybull The safety of the student and othersbull Certain things to remember
ndash The studentrsquos condition (age physical condition presence of weapon)
ndash Control of the student (immobilization of the student but only to the extent necessary)
ndash Protection of the student (avoid actions that threaten the studentrsquos health or safety)
Safe and Effective Use of Seclusion amp Restraint
Effective use
What are the purposes of seclusion and restraint
Does the use of seclusion and restraint in a particular case advance one of those purposes
Is seclusion and restraint used only when necessary
For More Information hellip
Feel free to contact
o your districtrsquos director of special education
o your AEA
o the Iowa Department of Education
Prevention is Key
PBIS is a broad range of systemic and individualized strategies for achieving important social and learning outcomes while preventing problem behavior
Contributed by OSEP Center on PBIS
What does the research say about PBIS
PBIS has been shown to increase preferred behaviors increase student time spent in instruction decrease office referrals and decrease suspensions
Lohrmann et al (2008)
helliphellip reliance on exclusionary and punishment-centered disciplinary practices without pro-active supports has been shown to increase problem behavior
Mayer (1995)
Positive Behavior Interventions and Supports (PBIS)
school and classroom-wide systems for all students staff and settings
specialized groupsystems for at-risk students
individualizedsystems for high-risk students
80 of
Students
15
5
CONTINUUM OF SCHOOL-WIDE BEHAVIOR SUPPORT
Tertiary Prevention
Secondary Prevention
Primary Prevention
Teaching Matrix
SETTING
All Settings Hallways Playgrounds CafeteriaLibrary
Computer Lab
Assembly Bus
Respect Ourselves
Be on taskGive your best effort
Be prepared
Walk Have a plan
Eat all your food
Select healthy foods
Study read compute
Sit in one spotWatch for your
stop
Respect Others
Be kindHandsfeet to
selfHelpshare with others
Use normal voice volumeWalk to right
Play safeInclude others
Share equipment
Practice good table manners
WhisperReturn books
ListenwatchUse appropriate
applause
Use a quiet voice
Stay in your seat
Respect Property
RecycleClean up after self
Pick up litterMaintain physical space
Use equipment properly
Put litter in garbage can
Replace trays amp utensilsClean up
eating area3
Push in chairs
Treat books carefully
Pick upTreat chairs
appropriately
Wipe your feetSit
appropriately
1 SOCIAL SKILL
3BEHAVIOREXAMPLES
2 NATU
RAL
CO
NTEXT
Positive Behavior Interventions and Supports (PBIS)
Positive relationships and positive interactions increase the likelihood of appropriate (positive) student responses
Teaching positively stated expectations (ldquodohelliprdquo) not negative (ldquodo notrdquo)
Defining clear equitable predictable consequences for meeting expectations
Defining clear equitable predictable consequences for not meeting expectations
Focus on teaching acceptable replacement behaviors
Examples of Data Decision Making
bull 1048700 Office Discipline Referrals
bull How many does it take before further action
bull What is the action
bull 1048700 Attendance
bull 1048700 Assignments
bull 1048700 Grades
How many does it take before
further action
What is the action
Using Data
bull School-Widendash Whatrsquos happeningndash Are we meeting our goalsndash Are we doing what we said we would
bull Individual Studentsndash Whatrsquos happeningndash What do we do nextndash Are we doing what we said we would
Assessment of systems
Continuum of Assessment and Support
Universal interventions
Specialized group interventions
Specialized individual intervention
Specialized individual intervention
Functional analysis
Functional Behavioral
assessment
Simple functional assessment
(Crone Horner 2003)
1 - 2
3 ndash 7
5 ndash 15
80 -85
Supplemental
Supplemental Supports
bull For those students who exhibit difficulties despite proactive school-wide prevention efforts
bull Likely to be students with both academic amp behavioral challenges
bull Approximately 10 of school population
The Problem-solving Process
1 Define the problem What is the problem and why is it happening
4 Evaluate Did our plan work
2 Develop a plan What are we going to do
3Implement the plan Carry out the intervention
Conduct Brief Functional Assessment
Is the behavior maintained by escape
from social interaction
Is the behavior related to lack of academic skills
Is the behavior maintained by peer
attention
Escape Motivated BEP
Reduce adult interaction
Use escape as a reinforcer
BEP + Academic Support
Increase academic support
Peer Motivated BEP
Allow student to earn reinforcers to share with peers
Horner Hawken Marsh
Requirements for Supplemental Interventions
Targeted individualized or small group interventions
bull 1048698 based on functional behavioral assessment information
bull 1048698 social skills instruction
bull 1048698 behavioral programming
Multiple opportunities forhigh rates of academic
success
Daily behavioral monitoring -Self andor adult
Regular frequentopportunities for positive reinforcement
Home-school connection
Critical Features of Supplemental Interventions
bull 1048700 Intervention is continuously available
bull 1048700 Rapid access to intervention (less than a week)
bull 1048700 Very low effort by teachers
bull 1048700 Positive system of support
bull 1048700 Implemented by all stafffaculty in a school
bull 1048700 Flexible intervention based on assessment (FBA)
bull 1048700 Consistent with school-wide expectations
bull 1048700 Adequate resources (admin team)
bull 1048700 Weekly meetings
bull 1048700 Student chooses to participate
bull 1048700 Continuous monitoring for decision-making
Rememberhellip
Without school-wide prevention
we cannot reliably identify
targeted-level students
The research says to hellip
bull Create systems-based preventive continuum of behavior support
bull Focus on adult behavior
bull Utilize data based decisions
bull Give priority to academic success
bull Invest in evidence-based practices
bull Teach amp acknowledge behavioral expectations
bull Work from a person-centered function-based approach
DE Contacts
Challenging Behaviors
Barb Rankin (515) 281 5447 barbrankiniowagov
Positive Behavior Supports (PBIS)
Susan Bruce (515) 281 3943 susanbruceiowagov
Thanks
Again thank you for your work on behalf of Iowarsquos children and families
Please feel free to contact the Iowa Department of Education or your trainer if you require further information
wwwiowagoveducate
- Amended Administrative Rules on Corporal Punishment Restraint and Physical Confinement and Detention
- Amended Rules
- Training Requirement
- Training Subjects
- Chapter 103rsquos Purpose [1031]
- Ban on Corporal Punishment [1032]
- What Corporal Punishment Is Not [1033]
- Material Restraints [1033]
- Exceptions amp Privileges [1034]
- Slide 10
- What is ldquoreasonable forcerdquo [1035]
- Slide 12
- Physical Confinement amp Detention [1036]
- Slide 14
- Slide 15
- Slide 16
- Additional Mandatory Minimum Procedures [1037]
- Definition of Physical Restraint
- Use of Seclusion and Restraint
- Restraint Additional Provisions [1038]
- Notice to Parents [1037]
- Documentation Required [1037]
- Documentation Contents
- Slide 24
- Additional Policies and Procedures
- Disciplinary options to seclusion amp restraint
- Slide 27
- Crisis Prevention Crisis Intervention Crisis De-escalation
- Slide 29
- De-escalation techniques
- Behavior Intervention Plan vs Crisis
- Student and Staff Debriefing
- Slide 33
- Safe and Effective Use of Seclusion amp Restraint
- Slide 35
- For More Information hellip
- Slide 37
- Prevention is Key
- Positive Behavior Interventions and Supports (PBIS)
- Slide 40
- Slide 41
- Slide 42
- Examples of Data Decision Making
- Slide 44
- Continuum of Assessment and Support
- Slide 46
- Slide 47
- The Problem-solving Process
- Slide 49
- Requirements for Supplemental Interventions
- Slide 51
- Slide 52
- The research says to hellip
- Slide 54
- DE Contacts
- Thanks
-
What Corporal Punishment Is Not [1033]
bull ldquoVerbal recrimination or chastisementrdquobull Reasonable requests in physical education or
extracurricular athleticsbull Actions consistent with an IEP but an IEP
cannot violate the IDEAbull Detentions in a seat for reasonable periods
unless (a) this counts as ldquophysical confinement and detentionrdquo or (b) ldquomechanical restraintsrdquo are used
bull Actions taken against nonstudents
Material Restraints [1033]
Material (mechanical) restraints may not be used to confine or restrain students
This term does not include safety therapeutic or medical devices if used as designed and prescribed
If a device is used improperly that use violates these rules
Exceptions amp Privileges [1034]
No employee is forbidden from 1 ldquoUsing reasonable and necessary force not designed or intended
to cause painrdquo to accomplish hellip
ldquoQuell a disturbancerdquo or stop an act that threatens harm
Obtain a weapon or dangerous object from a student
Self-defense or the defense of others
Protection of property
Remove a disruptive student from school school property or school activities
Protect a student from self-inflicted harm
Protect the safety of others
Exceptions amp Privileges [1034]
No employee is forbidden from 2 ldquoUsing incidental minor or reasonable
physical contact to maintain order and controlrdquo
Remember hellip
An employee may not use unreasonable force to do any of the items in rule 1034
What is ldquoreasonable forcerdquo [1035]
Whether force is reasonable depends on the facts of each case considering 5 factors
1 Size physical mental psychological condition of the student
2 Nature of behavior or misconduct
3 Instrumentality used to apply force
4 Extent of injury to student if any
5 Employeersquos motivation in using force
What is ldquoreasonable forcerdquo [1035]
Remember hellip
ldquoReasonable physical force privileged at its inception does not lose its privileged status by reasons of an injury to the student not reasonably foreseeable or otherwise caused by intervening acts of another including the studentrdquo
Physical Confinement amp Detention [1036]
Defined ldquoconfinement of a student in a time-out room or some other enclosure whether within or outside the classroom from which the studentrsquos egress is restrictedrdquo
Not included time-out at a desk in a corner at the back of a class in the hall afterschool detention typical in-school suspension arrangements
Physical Confinement amp Detention [1036]
The room itself
Area of reasonable dimensions and free from hazards ldquoconsidering the age size and physical and mental condition of the studentrdquo
Sufficient light and adequate ventilation
Comfortable temperature consistent with the facility including the enclosure
Physical Confinement amp Detention [1036]
Time of confinement and detention Period of confinement and detention must be
ldquoreasonablerdquo considering childrsquos age condition Reasonable breaks for bodily needs (sleep does
not count) If period exceeds 60 minutes or typical class
period (whichever is shorter) staff must (a) obtain administrator (or designee) approval and (b) comply with directives and conditions on continued confinement and detention
Physical Confinement amp Detention [1036]
Additional requirements
ldquoAdequate and continuous adult supervisionrdquo is mandatory
Material restraints must not be used to maintain confinement and detention
If a locking mechanism is used the mechanism must comply with all building and fire codes and either
operate only when held in place by an adult (Staff shall not disable these mechanisms so they do not require an adult to hold in place) or release when
the buildingrsquos alarms sound open from the inside when lock is released
Additional Mandatory Minimum Procedures [1037]
The rules are mandatory but an agency may adopt additional policies and procedures
Required procedures includeUse of restraint and confinementTraining on restraint and confinementParent notificationDocumentation
Definition of Physical Restraint
The application of physical force by 1 or more individuals that reduces or restricts another individualrsquos ability to move his or her arms legs or head freely This does not include the temporary holding of an individual to assist with participation in activities of daily living (ADLs) without the risk of physical harm to an individual
Welfare League of America (2002)
Use of Seclusion and Restraint
Shall not be used as ldquodiscipline for minor infractionsrdquo
May ldquoonly be used if other disciplinary techniques have been attemptedrdquo if reasonable
Note need not use alternatives if not reasonable
Period of restraint shall be reasonable and necessary in duration
Restraint Additional Provisions [1038]
No employee shall use prone restraint Defined ldquoheld face downrdquo If used in an emergency staff must take
immediate steps to end the prone restraintNo employee shall use any restraint that
obstructs a childrsquos airwayIf a child signs or uses an augmentative mode of
communication the child must be allowed to have hands free to communicate unless harm appears likely to result
Remember this rule does not alter any immunity from lawsuit granted by statute
Notice to Parents [1037]
bull Notice to parents annuallyndash of these rulesndash of any additional policy and procedure
bull Attempt to notify parents on the day of an instance of restraint or confinement amp detention
bull Provide a written copy of documentation to parentsndash postmarked within three days of instance
ndash parents may elect to receive documents by e-mail or fax
Documentation Required [1037]
bull Schools shall maintain documentation for each instance of restraint or confinement
bull Purposes of documentation requirement Accurate record of each instance Required notice to parents Use for decision making (student
classroom building district)
Documentation Contents
bull Name of student involved
bull Name of employees involved including the administrator authorizing any additional period of confinement
bull Date
bull Time
bull Duration
Documentation Contents
bull Actions of student before during and after incident
bull Actions of employees before during and after incident (including student and staff debriefing)
bull Alternatives to restraint or confinement attempted (if any)
bull A description of injuries (to student or others) and property damage
bull A description of future approaches to studentsrsquo behavior (ie meet to revise IEP)
Additional Policies and Procedures
Does your district AEA or accredited nonpublic school have additional policies or procedures
If so you are required to follow them
Disciplinary options to seclusion amp restraint
Why should schools care about options to seclusion and restraint
A range of options increase the effectiveness of responses to unacceptable behavior
Using seclusion or restraint when other options would work decreases the effectiveness of seclusion and restraint
By rule seclusion and restraint shall not be used as ldquodiscipline for minor infractionsrdquo Iowa Admin Code r 281-1037 para 1
Disciplinary options to seclusion amp restraint
Options include hellip Redirection Offering choices Time-out at the studentrsquos desk Time-out in a location in the classroom
The options employed should match the function of the childrsquos behavior (avoidance attention etc) and should address both prevention and consequences
Crisis Prevention Crisis Intervention Crisis De-escalationIf a crisis is avoided all benefit
What is a crisis If safety is an issue you are probably in a crisis
A calm approach to a crisis with an opportunity for a student to take an alternative action is the foundation for avoiding resolving or terminating a crisis
Crisis Prevention Crisis Intervention Crisis De-escalation
bull Maintain a calm voice and demeanor
bull Provide clear guidelines for the child
bull If the child has a behavior plan follow it
bull Provide a more attractive alternative option for the child to choose
bull Above all remember your safety the childrsquos safety and the safety of others
De-escalation techniques
Examples includebull Talking in a calm voicebull Adults moving in slow movements
providing minimal startles to individualbull Offering choicesbull Providing clear guidelinesbull Removing stressorsbull Providing calming items or activities
Behavior Intervention Plan vs Crisis
If child has a Behavior Intervention Plan for this situation follow the plan
The plan should be matched to the function of behavior and would be the appropriate response to an expected crisis condition
If the child does not have a Behavior Intervention Plan for this situation it is most likely because it is a new situation a student who is not ldquopronerdquo to this type of situation or the adults available are unaware
FOLLOW DE-ESCALATION PROCEDURES
Student and Staff Debriefing
bull ldquoDebriefrdquo is defined by the American Heritage Dictionary (4th ed 2000) as follows ldquoTo question to obtain knowledge or intelligence gathered especially on a military missionrdquo
bull The rules use this word in its broadest possible meaning
bull Purpose to gather useful information
Student and Staff DebriefingSome information that might be useful
What happenedDo you understand why it happenedWhy did you do what you didWhat could you have done insteadWhat could you do if there is a ldquonext timerdquoHow can we help you if there is a ldquonext timerdquoHow can we help you so there will not be a ldquonext
timerdquo
Safe and Effective Use of Seclusion amp Restraint
bull Remember safety firstbull Your safetybull The safety of the student and othersbull Certain things to remember
ndash The studentrsquos condition (age physical condition presence of weapon)
ndash Control of the student (immobilization of the student but only to the extent necessary)
ndash Protection of the student (avoid actions that threaten the studentrsquos health or safety)
Safe and Effective Use of Seclusion amp Restraint
Effective use
What are the purposes of seclusion and restraint
Does the use of seclusion and restraint in a particular case advance one of those purposes
Is seclusion and restraint used only when necessary
For More Information hellip
Feel free to contact
o your districtrsquos director of special education
o your AEA
o the Iowa Department of Education
Prevention is Key
PBIS is a broad range of systemic and individualized strategies for achieving important social and learning outcomes while preventing problem behavior
Contributed by OSEP Center on PBIS
What does the research say about PBIS
PBIS has been shown to increase preferred behaviors increase student time spent in instruction decrease office referrals and decrease suspensions
Lohrmann et al (2008)
helliphellip reliance on exclusionary and punishment-centered disciplinary practices without pro-active supports has been shown to increase problem behavior
Mayer (1995)
Positive Behavior Interventions and Supports (PBIS)
school and classroom-wide systems for all students staff and settings
specialized groupsystems for at-risk students
individualizedsystems for high-risk students
80 of
Students
15
5
CONTINUUM OF SCHOOL-WIDE BEHAVIOR SUPPORT
Tertiary Prevention
Secondary Prevention
Primary Prevention
Teaching Matrix
SETTING
All Settings Hallways Playgrounds CafeteriaLibrary
Computer Lab
Assembly Bus
Respect Ourselves
Be on taskGive your best effort
Be prepared
Walk Have a plan
Eat all your food
Select healthy foods
Study read compute
Sit in one spotWatch for your
stop
Respect Others
Be kindHandsfeet to
selfHelpshare with others
Use normal voice volumeWalk to right
Play safeInclude others
Share equipment
Practice good table manners
WhisperReturn books
ListenwatchUse appropriate
applause
Use a quiet voice
Stay in your seat
Respect Property
RecycleClean up after self
Pick up litterMaintain physical space
Use equipment properly
Put litter in garbage can
Replace trays amp utensilsClean up
eating area3
Push in chairs
Treat books carefully
Pick upTreat chairs
appropriately
Wipe your feetSit
appropriately
1 SOCIAL SKILL
3BEHAVIOREXAMPLES
2 NATU
RAL
CO
NTEXT
Positive Behavior Interventions and Supports (PBIS)
Positive relationships and positive interactions increase the likelihood of appropriate (positive) student responses
Teaching positively stated expectations (ldquodohelliprdquo) not negative (ldquodo notrdquo)
Defining clear equitable predictable consequences for meeting expectations
Defining clear equitable predictable consequences for not meeting expectations
Focus on teaching acceptable replacement behaviors
Examples of Data Decision Making
bull 1048700 Office Discipline Referrals
bull How many does it take before further action
bull What is the action
bull 1048700 Attendance
bull 1048700 Assignments
bull 1048700 Grades
How many does it take before
further action
What is the action
Using Data
bull School-Widendash Whatrsquos happeningndash Are we meeting our goalsndash Are we doing what we said we would
bull Individual Studentsndash Whatrsquos happeningndash What do we do nextndash Are we doing what we said we would
Assessment of systems
Continuum of Assessment and Support
Universal interventions
Specialized group interventions
Specialized individual intervention
Specialized individual intervention
Functional analysis
Functional Behavioral
assessment
Simple functional assessment
(Crone Horner 2003)
1 - 2
3 ndash 7
5 ndash 15
80 -85
Supplemental
Supplemental Supports
bull For those students who exhibit difficulties despite proactive school-wide prevention efforts
bull Likely to be students with both academic amp behavioral challenges
bull Approximately 10 of school population
The Problem-solving Process
1 Define the problem What is the problem and why is it happening
4 Evaluate Did our plan work
2 Develop a plan What are we going to do
3Implement the plan Carry out the intervention
Conduct Brief Functional Assessment
Is the behavior maintained by escape
from social interaction
Is the behavior related to lack of academic skills
Is the behavior maintained by peer
attention
Escape Motivated BEP
Reduce adult interaction
Use escape as a reinforcer
BEP + Academic Support
Increase academic support
Peer Motivated BEP
Allow student to earn reinforcers to share with peers
Horner Hawken Marsh
Requirements for Supplemental Interventions
Targeted individualized or small group interventions
bull 1048698 based on functional behavioral assessment information
bull 1048698 social skills instruction
bull 1048698 behavioral programming
Multiple opportunities forhigh rates of academic
success
Daily behavioral monitoring -Self andor adult
Regular frequentopportunities for positive reinforcement
Home-school connection
Critical Features of Supplemental Interventions
bull 1048700 Intervention is continuously available
bull 1048700 Rapid access to intervention (less than a week)
bull 1048700 Very low effort by teachers
bull 1048700 Positive system of support
bull 1048700 Implemented by all stafffaculty in a school
bull 1048700 Flexible intervention based on assessment (FBA)
bull 1048700 Consistent with school-wide expectations
bull 1048700 Adequate resources (admin team)
bull 1048700 Weekly meetings
bull 1048700 Student chooses to participate
bull 1048700 Continuous monitoring for decision-making
Rememberhellip
Without school-wide prevention
we cannot reliably identify
targeted-level students
The research says to hellip
bull Create systems-based preventive continuum of behavior support
bull Focus on adult behavior
bull Utilize data based decisions
bull Give priority to academic success
bull Invest in evidence-based practices
bull Teach amp acknowledge behavioral expectations
bull Work from a person-centered function-based approach
DE Contacts
Challenging Behaviors
Barb Rankin (515) 281 5447 barbrankiniowagov
Positive Behavior Supports (PBIS)
Susan Bruce (515) 281 3943 susanbruceiowagov
Thanks
Again thank you for your work on behalf of Iowarsquos children and families
Please feel free to contact the Iowa Department of Education or your trainer if you require further information
wwwiowagoveducate
- Amended Administrative Rules on Corporal Punishment Restraint and Physical Confinement and Detention
- Amended Rules
- Training Requirement
- Training Subjects
- Chapter 103rsquos Purpose [1031]
- Ban on Corporal Punishment [1032]
- What Corporal Punishment Is Not [1033]
- Material Restraints [1033]
- Exceptions amp Privileges [1034]
- Slide 10
- What is ldquoreasonable forcerdquo [1035]
- Slide 12
- Physical Confinement amp Detention [1036]
- Slide 14
- Slide 15
- Slide 16
- Additional Mandatory Minimum Procedures [1037]
- Definition of Physical Restraint
- Use of Seclusion and Restraint
- Restraint Additional Provisions [1038]
- Notice to Parents [1037]
- Documentation Required [1037]
- Documentation Contents
- Slide 24
- Additional Policies and Procedures
- Disciplinary options to seclusion amp restraint
- Slide 27
- Crisis Prevention Crisis Intervention Crisis De-escalation
- Slide 29
- De-escalation techniques
- Behavior Intervention Plan vs Crisis
- Student and Staff Debriefing
- Slide 33
- Safe and Effective Use of Seclusion amp Restraint
- Slide 35
- For More Information hellip
- Slide 37
- Prevention is Key
- Positive Behavior Interventions and Supports (PBIS)
- Slide 40
- Slide 41
- Slide 42
- Examples of Data Decision Making
- Slide 44
- Continuum of Assessment and Support
- Slide 46
- Slide 47
- The Problem-solving Process
- Slide 49
- Requirements for Supplemental Interventions
- Slide 51
- Slide 52
- The research says to hellip
- Slide 54
- DE Contacts
- Thanks
-
Material Restraints [1033]
Material (mechanical) restraints may not be used to confine or restrain students
This term does not include safety therapeutic or medical devices if used as designed and prescribed
If a device is used improperly that use violates these rules
Exceptions amp Privileges [1034]
No employee is forbidden from 1 ldquoUsing reasonable and necessary force not designed or intended
to cause painrdquo to accomplish hellip
ldquoQuell a disturbancerdquo or stop an act that threatens harm
Obtain a weapon or dangerous object from a student
Self-defense or the defense of others
Protection of property
Remove a disruptive student from school school property or school activities
Protect a student from self-inflicted harm
Protect the safety of others
Exceptions amp Privileges [1034]
No employee is forbidden from 2 ldquoUsing incidental minor or reasonable
physical contact to maintain order and controlrdquo
Remember hellip
An employee may not use unreasonable force to do any of the items in rule 1034
What is ldquoreasonable forcerdquo [1035]
Whether force is reasonable depends on the facts of each case considering 5 factors
1 Size physical mental psychological condition of the student
2 Nature of behavior or misconduct
3 Instrumentality used to apply force
4 Extent of injury to student if any
5 Employeersquos motivation in using force
What is ldquoreasonable forcerdquo [1035]
Remember hellip
ldquoReasonable physical force privileged at its inception does not lose its privileged status by reasons of an injury to the student not reasonably foreseeable or otherwise caused by intervening acts of another including the studentrdquo
Physical Confinement amp Detention [1036]
Defined ldquoconfinement of a student in a time-out room or some other enclosure whether within or outside the classroom from which the studentrsquos egress is restrictedrdquo
Not included time-out at a desk in a corner at the back of a class in the hall afterschool detention typical in-school suspension arrangements
Physical Confinement amp Detention [1036]
The room itself
Area of reasonable dimensions and free from hazards ldquoconsidering the age size and physical and mental condition of the studentrdquo
Sufficient light and adequate ventilation
Comfortable temperature consistent with the facility including the enclosure
Physical Confinement amp Detention [1036]
Time of confinement and detention Period of confinement and detention must be
ldquoreasonablerdquo considering childrsquos age condition Reasonable breaks for bodily needs (sleep does
not count) If period exceeds 60 minutes or typical class
period (whichever is shorter) staff must (a) obtain administrator (or designee) approval and (b) comply with directives and conditions on continued confinement and detention
Physical Confinement amp Detention [1036]
Additional requirements
ldquoAdequate and continuous adult supervisionrdquo is mandatory
Material restraints must not be used to maintain confinement and detention
If a locking mechanism is used the mechanism must comply with all building and fire codes and either
operate only when held in place by an adult (Staff shall not disable these mechanisms so they do not require an adult to hold in place) or release when
the buildingrsquos alarms sound open from the inside when lock is released
Additional Mandatory Minimum Procedures [1037]
The rules are mandatory but an agency may adopt additional policies and procedures
Required procedures includeUse of restraint and confinementTraining on restraint and confinementParent notificationDocumentation
Definition of Physical Restraint
The application of physical force by 1 or more individuals that reduces or restricts another individualrsquos ability to move his or her arms legs or head freely This does not include the temporary holding of an individual to assist with participation in activities of daily living (ADLs) without the risk of physical harm to an individual
Welfare League of America (2002)
Use of Seclusion and Restraint
Shall not be used as ldquodiscipline for minor infractionsrdquo
May ldquoonly be used if other disciplinary techniques have been attemptedrdquo if reasonable
Note need not use alternatives if not reasonable
Period of restraint shall be reasonable and necessary in duration
Restraint Additional Provisions [1038]
No employee shall use prone restraint Defined ldquoheld face downrdquo If used in an emergency staff must take
immediate steps to end the prone restraintNo employee shall use any restraint that
obstructs a childrsquos airwayIf a child signs or uses an augmentative mode of
communication the child must be allowed to have hands free to communicate unless harm appears likely to result
Remember this rule does not alter any immunity from lawsuit granted by statute
Notice to Parents [1037]
bull Notice to parents annuallyndash of these rulesndash of any additional policy and procedure
bull Attempt to notify parents on the day of an instance of restraint or confinement amp detention
bull Provide a written copy of documentation to parentsndash postmarked within three days of instance
ndash parents may elect to receive documents by e-mail or fax
Documentation Required [1037]
bull Schools shall maintain documentation for each instance of restraint or confinement
bull Purposes of documentation requirement Accurate record of each instance Required notice to parents Use for decision making (student
classroom building district)
Documentation Contents
bull Name of student involved
bull Name of employees involved including the administrator authorizing any additional period of confinement
bull Date
bull Time
bull Duration
Documentation Contents
bull Actions of student before during and after incident
bull Actions of employees before during and after incident (including student and staff debriefing)
bull Alternatives to restraint or confinement attempted (if any)
bull A description of injuries (to student or others) and property damage
bull A description of future approaches to studentsrsquo behavior (ie meet to revise IEP)
Additional Policies and Procedures
Does your district AEA or accredited nonpublic school have additional policies or procedures
If so you are required to follow them
Disciplinary options to seclusion amp restraint
Why should schools care about options to seclusion and restraint
A range of options increase the effectiveness of responses to unacceptable behavior
Using seclusion or restraint when other options would work decreases the effectiveness of seclusion and restraint
By rule seclusion and restraint shall not be used as ldquodiscipline for minor infractionsrdquo Iowa Admin Code r 281-1037 para 1
Disciplinary options to seclusion amp restraint
Options include hellip Redirection Offering choices Time-out at the studentrsquos desk Time-out in a location in the classroom
The options employed should match the function of the childrsquos behavior (avoidance attention etc) and should address both prevention and consequences
Crisis Prevention Crisis Intervention Crisis De-escalationIf a crisis is avoided all benefit
What is a crisis If safety is an issue you are probably in a crisis
A calm approach to a crisis with an opportunity for a student to take an alternative action is the foundation for avoiding resolving or terminating a crisis
Crisis Prevention Crisis Intervention Crisis De-escalation
bull Maintain a calm voice and demeanor
bull Provide clear guidelines for the child
bull If the child has a behavior plan follow it
bull Provide a more attractive alternative option for the child to choose
bull Above all remember your safety the childrsquos safety and the safety of others
De-escalation techniques
Examples includebull Talking in a calm voicebull Adults moving in slow movements
providing minimal startles to individualbull Offering choicesbull Providing clear guidelinesbull Removing stressorsbull Providing calming items or activities
Behavior Intervention Plan vs Crisis
If child has a Behavior Intervention Plan for this situation follow the plan
The plan should be matched to the function of behavior and would be the appropriate response to an expected crisis condition
If the child does not have a Behavior Intervention Plan for this situation it is most likely because it is a new situation a student who is not ldquopronerdquo to this type of situation or the adults available are unaware
FOLLOW DE-ESCALATION PROCEDURES
Student and Staff Debriefing
bull ldquoDebriefrdquo is defined by the American Heritage Dictionary (4th ed 2000) as follows ldquoTo question to obtain knowledge or intelligence gathered especially on a military missionrdquo
bull The rules use this word in its broadest possible meaning
bull Purpose to gather useful information
Student and Staff DebriefingSome information that might be useful
What happenedDo you understand why it happenedWhy did you do what you didWhat could you have done insteadWhat could you do if there is a ldquonext timerdquoHow can we help you if there is a ldquonext timerdquoHow can we help you so there will not be a ldquonext
timerdquo
Safe and Effective Use of Seclusion amp Restraint
bull Remember safety firstbull Your safetybull The safety of the student and othersbull Certain things to remember
ndash The studentrsquos condition (age physical condition presence of weapon)
ndash Control of the student (immobilization of the student but only to the extent necessary)
ndash Protection of the student (avoid actions that threaten the studentrsquos health or safety)
Safe and Effective Use of Seclusion amp Restraint
Effective use
What are the purposes of seclusion and restraint
Does the use of seclusion and restraint in a particular case advance one of those purposes
Is seclusion and restraint used only when necessary
For More Information hellip
Feel free to contact
o your districtrsquos director of special education
o your AEA
o the Iowa Department of Education
Prevention is Key
PBIS is a broad range of systemic and individualized strategies for achieving important social and learning outcomes while preventing problem behavior
Contributed by OSEP Center on PBIS
What does the research say about PBIS
PBIS has been shown to increase preferred behaviors increase student time spent in instruction decrease office referrals and decrease suspensions
Lohrmann et al (2008)
helliphellip reliance on exclusionary and punishment-centered disciplinary practices without pro-active supports has been shown to increase problem behavior
Mayer (1995)
Positive Behavior Interventions and Supports (PBIS)
school and classroom-wide systems for all students staff and settings
specialized groupsystems for at-risk students
individualizedsystems for high-risk students
80 of
Students
15
5
CONTINUUM OF SCHOOL-WIDE BEHAVIOR SUPPORT
Tertiary Prevention
Secondary Prevention
Primary Prevention
Teaching Matrix
SETTING
All Settings Hallways Playgrounds CafeteriaLibrary
Computer Lab
Assembly Bus
Respect Ourselves
Be on taskGive your best effort
Be prepared
Walk Have a plan
Eat all your food
Select healthy foods
Study read compute
Sit in one spotWatch for your
stop
Respect Others
Be kindHandsfeet to
selfHelpshare with others
Use normal voice volumeWalk to right
Play safeInclude others
Share equipment
Practice good table manners
WhisperReturn books
ListenwatchUse appropriate
applause
Use a quiet voice
Stay in your seat
Respect Property
RecycleClean up after self
Pick up litterMaintain physical space
Use equipment properly
Put litter in garbage can
Replace trays amp utensilsClean up
eating area3
Push in chairs
Treat books carefully
Pick upTreat chairs
appropriately
Wipe your feetSit
appropriately
1 SOCIAL SKILL
3BEHAVIOREXAMPLES
2 NATU
RAL
CO
NTEXT
Positive Behavior Interventions and Supports (PBIS)
Positive relationships and positive interactions increase the likelihood of appropriate (positive) student responses
Teaching positively stated expectations (ldquodohelliprdquo) not negative (ldquodo notrdquo)
Defining clear equitable predictable consequences for meeting expectations
Defining clear equitable predictable consequences for not meeting expectations
Focus on teaching acceptable replacement behaviors
Examples of Data Decision Making
bull 1048700 Office Discipline Referrals
bull How many does it take before further action
bull What is the action
bull 1048700 Attendance
bull 1048700 Assignments
bull 1048700 Grades
How many does it take before
further action
What is the action
Using Data
bull School-Widendash Whatrsquos happeningndash Are we meeting our goalsndash Are we doing what we said we would
bull Individual Studentsndash Whatrsquos happeningndash What do we do nextndash Are we doing what we said we would
Assessment of systems
Continuum of Assessment and Support
Universal interventions
Specialized group interventions
Specialized individual intervention
Specialized individual intervention
Functional analysis
Functional Behavioral
assessment
Simple functional assessment
(Crone Horner 2003)
1 - 2
3 ndash 7
5 ndash 15
80 -85
Supplemental
Supplemental Supports
bull For those students who exhibit difficulties despite proactive school-wide prevention efforts
bull Likely to be students with both academic amp behavioral challenges
bull Approximately 10 of school population
The Problem-solving Process
1 Define the problem What is the problem and why is it happening
4 Evaluate Did our plan work
2 Develop a plan What are we going to do
3Implement the plan Carry out the intervention
Conduct Brief Functional Assessment
Is the behavior maintained by escape
from social interaction
Is the behavior related to lack of academic skills
Is the behavior maintained by peer
attention
Escape Motivated BEP
Reduce adult interaction
Use escape as a reinforcer
BEP + Academic Support
Increase academic support
Peer Motivated BEP
Allow student to earn reinforcers to share with peers
Horner Hawken Marsh
Requirements for Supplemental Interventions
Targeted individualized or small group interventions
bull 1048698 based on functional behavioral assessment information
bull 1048698 social skills instruction
bull 1048698 behavioral programming
Multiple opportunities forhigh rates of academic
success
Daily behavioral monitoring -Self andor adult
Regular frequentopportunities for positive reinforcement
Home-school connection
Critical Features of Supplemental Interventions
bull 1048700 Intervention is continuously available
bull 1048700 Rapid access to intervention (less than a week)
bull 1048700 Very low effort by teachers
bull 1048700 Positive system of support
bull 1048700 Implemented by all stafffaculty in a school
bull 1048700 Flexible intervention based on assessment (FBA)
bull 1048700 Consistent with school-wide expectations
bull 1048700 Adequate resources (admin team)
bull 1048700 Weekly meetings
bull 1048700 Student chooses to participate
bull 1048700 Continuous monitoring for decision-making
Rememberhellip
Without school-wide prevention
we cannot reliably identify
targeted-level students
The research says to hellip
bull Create systems-based preventive continuum of behavior support
bull Focus on adult behavior
bull Utilize data based decisions
bull Give priority to academic success
bull Invest in evidence-based practices
bull Teach amp acknowledge behavioral expectations
bull Work from a person-centered function-based approach
DE Contacts
Challenging Behaviors
Barb Rankin (515) 281 5447 barbrankiniowagov
Positive Behavior Supports (PBIS)
Susan Bruce (515) 281 3943 susanbruceiowagov
Thanks
Again thank you for your work on behalf of Iowarsquos children and families
Please feel free to contact the Iowa Department of Education or your trainer if you require further information
wwwiowagoveducate
- Amended Administrative Rules on Corporal Punishment Restraint and Physical Confinement and Detention
- Amended Rules
- Training Requirement
- Training Subjects
- Chapter 103rsquos Purpose [1031]
- Ban on Corporal Punishment [1032]
- What Corporal Punishment Is Not [1033]
- Material Restraints [1033]
- Exceptions amp Privileges [1034]
- Slide 10
- What is ldquoreasonable forcerdquo [1035]
- Slide 12
- Physical Confinement amp Detention [1036]
- Slide 14
- Slide 15
- Slide 16
- Additional Mandatory Minimum Procedures [1037]
- Definition of Physical Restraint
- Use of Seclusion and Restraint
- Restraint Additional Provisions [1038]
- Notice to Parents [1037]
- Documentation Required [1037]
- Documentation Contents
- Slide 24
- Additional Policies and Procedures
- Disciplinary options to seclusion amp restraint
- Slide 27
- Crisis Prevention Crisis Intervention Crisis De-escalation
- Slide 29
- De-escalation techniques
- Behavior Intervention Plan vs Crisis
- Student and Staff Debriefing
- Slide 33
- Safe and Effective Use of Seclusion amp Restraint
- Slide 35
- For More Information hellip
- Slide 37
- Prevention is Key
- Positive Behavior Interventions and Supports (PBIS)
- Slide 40
- Slide 41
- Slide 42
- Examples of Data Decision Making
- Slide 44
- Continuum of Assessment and Support
- Slide 46
- Slide 47
- The Problem-solving Process
- Slide 49
- Requirements for Supplemental Interventions
- Slide 51
- Slide 52
- The research says to hellip
- Slide 54
- DE Contacts
- Thanks
-
Exceptions amp Privileges [1034]
No employee is forbidden from 1 ldquoUsing reasonable and necessary force not designed or intended
to cause painrdquo to accomplish hellip
ldquoQuell a disturbancerdquo or stop an act that threatens harm
Obtain a weapon or dangerous object from a student
Self-defense or the defense of others
Protection of property
Remove a disruptive student from school school property or school activities
Protect a student from self-inflicted harm
Protect the safety of others
Exceptions amp Privileges [1034]
No employee is forbidden from 2 ldquoUsing incidental minor or reasonable
physical contact to maintain order and controlrdquo
Remember hellip
An employee may not use unreasonable force to do any of the items in rule 1034
What is ldquoreasonable forcerdquo [1035]
Whether force is reasonable depends on the facts of each case considering 5 factors
1 Size physical mental psychological condition of the student
2 Nature of behavior or misconduct
3 Instrumentality used to apply force
4 Extent of injury to student if any
5 Employeersquos motivation in using force
What is ldquoreasonable forcerdquo [1035]
Remember hellip
ldquoReasonable physical force privileged at its inception does not lose its privileged status by reasons of an injury to the student not reasonably foreseeable or otherwise caused by intervening acts of another including the studentrdquo
Physical Confinement amp Detention [1036]
Defined ldquoconfinement of a student in a time-out room or some other enclosure whether within or outside the classroom from which the studentrsquos egress is restrictedrdquo
Not included time-out at a desk in a corner at the back of a class in the hall afterschool detention typical in-school suspension arrangements
Physical Confinement amp Detention [1036]
The room itself
Area of reasonable dimensions and free from hazards ldquoconsidering the age size and physical and mental condition of the studentrdquo
Sufficient light and adequate ventilation
Comfortable temperature consistent with the facility including the enclosure
Physical Confinement amp Detention [1036]
Time of confinement and detention Period of confinement and detention must be
ldquoreasonablerdquo considering childrsquos age condition Reasonable breaks for bodily needs (sleep does
not count) If period exceeds 60 minutes or typical class
period (whichever is shorter) staff must (a) obtain administrator (or designee) approval and (b) comply with directives and conditions on continued confinement and detention
Physical Confinement amp Detention [1036]
Additional requirements
ldquoAdequate and continuous adult supervisionrdquo is mandatory
Material restraints must not be used to maintain confinement and detention
If a locking mechanism is used the mechanism must comply with all building and fire codes and either
operate only when held in place by an adult (Staff shall not disable these mechanisms so they do not require an adult to hold in place) or release when
the buildingrsquos alarms sound open from the inside when lock is released
Additional Mandatory Minimum Procedures [1037]
The rules are mandatory but an agency may adopt additional policies and procedures
Required procedures includeUse of restraint and confinementTraining on restraint and confinementParent notificationDocumentation
Definition of Physical Restraint
The application of physical force by 1 or more individuals that reduces or restricts another individualrsquos ability to move his or her arms legs or head freely This does not include the temporary holding of an individual to assist with participation in activities of daily living (ADLs) without the risk of physical harm to an individual
Welfare League of America (2002)
Use of Seclusion and Restraint
Shall not be used as ldquodiscipline for minor infractionsrdquo
May ldquoonly be used if other disciplinary techniques have been attemptedrdquo if reasonable
Note need not use alternatives if not reasonable
Period of restraint shall be reasonable and necessary in duration
Restraint Additional Provisions [1038]
No employee shall use prone restraint Defined ldquoheld face downrdquo If used in an emergency staff must take
immediate steps to end the prone restraintNo employee shall use any restraint that
obstructs a childrsquos airwayIf a child signs or uses an augmentative mode of
communication the child must be allowed to have hands free to communicate unless harm appears likely to result
Remember this rule does not alter any immunity from lawsuit granted by statute
Notice to Parents [1037]
bull Notice to parents annuallyndash of these rulesndash of any additional policy and procedure
bull Attempt to notify parents on the day of an instance of restraint or confinement amp detention
bull Provide a written copy of documentation to parentsndash postmarked within three days of instance
ndash parents may elect to receive documents by e-mail or fax
Documentation Required [1037]
bull Schools shall maintain documentation for each instance of restraint or confinement
bull Purposes of documentation requirement Accurate record of each instance Required notice to parents Use for decision making (student
classroom building district)
Documentation Contents
bull Name of student involved
bull Name of employees involved including the administrator authorizing any additional period of confinement
bull Date
bull Time
bull Duration
Documentation Contents
bull Actions of student before during and after incident
bull Actions of employees before during and after incident (including student and staff debriefing)
bull Alternatives to restraint or confinement attempted (if any)
bull A description of injuries (to student or others) and property damage
bull A description of future approaches to studentsrsquo behavior (ie meet to revise IEP)
Additional Policies and Procedures
Does your district AEA or accredited nonpublic school have additional policies or procedures
If so you are required to follow them
Disciplinary options to seclusion amp restraint
Why should schools care about options to seclusion and restraint
A range of options increase the effectiveness of responses to unacceptable behavior
Using seclusion or restraint when other options would work decreases the effectiveness of seclusion and restraint
By rule seclusion and restraint shall not be used as ldquodiscipline for minor infractionsrdquo Iowa Admin Code r 281-1037 para 1
Disciplinary options to seclusion amp restraint
Options include hellip Redirection Offering choices Time-out at the studentrsquos desk Time-out in a location in the classroom
The options employed should match the function of the childrsquos behavior (avoidance attention etc) and should address both prevention and consequences
Crisis Prevention Crisis Intervention Crisis De-escalationIf a crisis is avoided all benefit
What is a crisis If safety is an issue you are probably in a crisis
A calm approach to a crisis with an opportunity for a student to take an alternative action is the foundation for avoiding resolving or terminating a crisis
Crisis Prevention Crisis Intervention Crisis De-escalation
bull Maintain a calm voice and demeanor
bull Provide clear guidelines for the child
bull If the child has a behavior plan follow it
bull Provide a more attractive alternative option for the child to choose
bull Above all remember your safety the childrsquos safety and the safety of others
De-escalation techniques
Examples includebull Talking in a calm voicebull Adults moving in slow movements
providing minimal startles to individualbull Offering choicesbull Providing clear guidelinesbull Removing stressorsbull Providing calming items or activities
Behavior Intervention Plan vs Crisis
If child has a Behavior Intervention Plan for this situation follow the plan
The plan should be matched to the function of behavior and would be the appropriate response to an expected crisis condition
If the child does not have a Behavior Intervention Plan for this situation it is most likely because it is a new situation a student who is not ldquopronerdquo to this type of situation or the adults available are unaware
FOLLOW DE-ESCALATION PROCEDURES
Student and Staff Debriefing
bull ldquoDebriefrdquo is defined by the American Heritage Dictionary (4th ed 2000) as follows ldquoTo question to obtain knowledge or intelligence gathered especially on a military missionrdquo
bull The rules use this word in its broadest possible meaning
bull Purpose to gather useful information
Student and Staff DebriefingSome information that might be useful
What happenedDo you understand why it happenedWhy did you do what you didWhat could you have done insteadWhat could you do if there is a ldquonext timerdquoHow can we help you if there is a ldquonext timerdquoHow can we help you so there will not be a ldquonext
timerdquo
Safe and Effective Use of Seclusion amp Restraint
bull Remember safety firstbull Your safetybull The safety of the student and othersbull Certain things to remember
ndash The studentrsquos condition (age physical condition presence of weapon)
ndash Control of the student (immobilization of the student but only to the extent necessary)
ndash Protection of the student (avoid actions that threaten the studentrsquos health or safety)
Safe and Effective Use of Seclusion amp Restraint
Effective use
What are the purposes of seclusion and restraint
Does the use of seclusion and restraint in a particular case advance one of those purposes
Is seclusion and restraint used only when necessary
For More Information hellip
Feel free to contact
o your districtrsquos director of special education
o your AEA
o the Iowa Department of Education
Prevention is Key
PBIS is a broad range of systemic and individualized strategies for achieving important social and learning outcomes while preventing problem behavior
Contributed by OSEP Center on PBIS
What does the research say about PBIS
PBIS has been shown to increase preferred behaviors increase student time spent in instruction decrease office referrals and decrease suspensions
Lohrmann et al (2008)
helliphellip reliance on exclusionary and punishment-centered disciplinary practices without pro-active supports has been shown to increase problem behavior
Mayer (1995)
Positive Behavior Interventions and Supports (PBIS)
school and classroom-wide systems for all students staff and settings
specialized groupsystems for at-risk students
individualizedsystems for high-risk students
80 of
Students
15
5
CONTINUUM OF SCHOOL-WIDE BEHAVIOR SUPPORT
Tertiary Prevention
Secondary Prevention
Primary Prevention
Teaching Matrix
SETTING
All Settings Hallways Playgrounds CafeteriaLibrary
Computer Lab
Assembly Bus
Respect Ourselves
Be on taskGive your best effort
Be prepared
Walk Have a plan
Eat all your food
Select healthy foods
Study read compute
Sit in one spotWatch for your
stop
Respect Others
Be kindHandsfeet to
selfHelpshare with others
Use normal voice volumeWalk to right
Play safeInclude others
Share equipment
Practice good table manners
WhisperReturn books
ListenwatchUse appropriate
applause
Use a quiet voice
Stay in your seat
Respect Property
RecycleClean up after self
Pick up litterMaintain physical space
Use equipment properly
Put litter in garbage can
Replace trays amp utensilsClean up
eating area3
Push in chairs
Treat books carefully
Pick upTreat chairs
appropriately
Wipe your feetSit
appropriately
1 SOCIAL SKILL
3BEHAVIOREXAMPLES
2 NATU
RAL
CO
NTEXT
Positive Behavior Interventions and Supports (PBIS)
Positive relationships and positive interactions increase the likelihood of appropriate (positive) student responses
Teaching positively stated expectations (ldquodohelliprdquo) not negative (ldquodo notrdquo)
Defining clear equitable predictable consequences for meeting expectations
Defining clear equitable predictable consequences for not meeting expectations
Focus on teaching acceptable replacement behaviors
Examples of Data Decision Making
bull 1048700 Office Discipline Referrals
bull How many does it take before further action
bull What is the action
bull 1048700 Attendance
bull 1048700 Assignments
bull 1048700 Grades
How many does it take before
further action
What is the action
Using Data
bull School-Widendash Whatrsquos happeningndash Are we meeting our goalsndash Are we doing what we said we would
bull Individual Studentsndash Whatrsquos happeningndash What do we do nextndash Are we doing what we said we would
Assessment of systems
Continuum of Assessment and Support
Universal interventions
Specialized group interventions
Specialized individual intervention
Specialized individual intervention
Functional analysis
Functional Behavioral
assessment
Simple functional assessment
(Crone Horner 2003)
1 - 2
3 ndash 7
5 ndash 15
80 -85
Supplemental
Supplemental Supports
bull For those students who exhibit difficulties despite proactive school-wide prevention efforts
bull Likely to be students with both academic amp behavioral challenges
bull Approximately 10 of school population
The Problem-solving Process
1 Define the problem What is the problem and why is it happening
4 Evaluate Did our plan work
2 Develop a plan What are we going to do
3Implement the plan Carry out the intervention
Conduct Brief Functional Assessment
Is the behavior maintained by escape
from social interaction
Is the behavior related to lack of academic skills
Is the behavior maintained by peer
attention
Escape Motivated BEP
Reduce adult interaction
Use escape as a reinforcer
BEP + Academic Support
Increase academic support
Peer Motivated BEP
Allow student to earn reinforcers to share with peers
Horner Hawken Marsh
Requirements for Supplemental Interventions
Targeted individualized or small group interventions
bull 1048698 based on functional behavioral assessment information
bull 1048698 social skills instruction
bull 1048698 behavioral programming
Multiple opportunities forhigh rates of academic
success
Daily behavioral monitoring -Self andor adult
Regular frequentopportunities for positive reinforcement
Home-school connection
Critical Features of Supplemental Interventions
bull 1048700 Intervention is continuously available
bull 1048700 Rapid access to intervention (less than a week)
bull 1048700 Very low effort by teachers
bull 1048700 Positive system of support
bull 1048700 Implemented by all stafffaculty in a school
bull 1048700 Flexible intervention based on assessment (FBA)
bull 1048700 Consistent with school-wide expectations
bull 1048700 Adequate resources (admin team)
bull 1048700 Weekly meetings
bull 1048700 Student chooses to participate
bull 1048700 Continuous monitoring for decision-making
Rememberhellip
Without school-wide prevention
we cannot reliably identify
targeted-level students
The research says to hellip
bull Create systems-based preventive continuum of behavior support
bull Focus on adult behavior
bull Utilize data based decisions
bull Give priority to academic success
bull Invest in evidence-based practices
bull Teach amp acknowledge behavioral expectations
bull Work from a person-centered function-based approach
DE Contacts
Challenging Behaviors
Barb Rankin (515) 281 5447 barbrankiniowagov
Positive Behavior Supports (PBIS)
Susan Bruce (515) 281 3943 susanbruceiowagov
Thanks
Again thank you for your work on behalf of Iowarsquos children and families
Please feel free to contact the Iowa Department of Education or your trainer if you require further information
wwwiowagoveducate
- Amended Administrative Rules on Corporal Punishment Restraint and Physical Confinement and Detention
- Amended Rules
- Training Requirement
- Training Subjects
- Chapter 103rsquos Purpose [1031]
- Ban on Corporal Punishment [1032]
- What Corporal Punishment Is Not [1033]
- Material Restraints [1033]
- Exceptions amp Privileges [1034]
- Slide 10
- What is ldquoreasonable forcerdquo [1035]
- Slide 12
- Physical Confinement amp Detention [1036]
- Slide 14
- Slide 15
- Slide 16
- Additional Mandatory Minimum Procedures [1037]
- Definition of Physical Restraint
- Use of Seclusion and Restraint
- Restraint Additional Provisions [1038]
- Notice to Parents [1037]
- Documentation Required [1037]
- Documentation Contents
- Slide 24
- Additional Policies and Procedures
- Disciplinary options to seclusion amp restraint
- Slide 27
- Crisis Prevention Crisis Intervention Crisis De-escalation
- Slide 29
- De-escalation techniques
- Behavior Intervention Plan vs Crisis
- Student and Staff Debriefing
- Slide 33
- Safe and Effective Use of Seclusion amp Restraint
- Slide 35
- For More Information hellip
- Slide 37
- Prevention is Key
- Positive Behavior Interventions and Supports (PBIS)
- Slide 40
- Slide 41
- Slide 42
- Examples of Data Decision Making
- Slide 44
- Continuum of Assessment and Support
- Slide 46
- Slide 47
- The Problem-solving Process
- Slide 49
- Requirements for Supplemental Interventions
- Slide 51
- Slide 52
- The research says to hellip
- Slide 54
- DE Contacts
- Thanks
-
Exceptions amp Privileges [1034]
No employee is forbidden from 2 ldquoUsing incidental minor or reasonable
physical contact to maintain order and controlrdquo
Remember hellip
An employee may not use unreasonable force to do any of the items in rule 1034
What is ldquoreasonable forcerdquo [1035]
Whether force is reasonable depends on the facts of each case considering 5 factors
1 Size physical mental psychological condition of the student
2 Nature of behavior or misconduct
3 Instrumentality used to apply force
4 Extent of injury to student if any
5 Employeersquos motivation in using force
What is ldquoreasonable forcerdquo [1035]
Remember hellip
ldquoReasonable physical force privileged at its inception does not lose its privileged status by reasons of an injury to the student not reasonably foreseeable or otherwise caused by intervening acts of another including the studentrdquo
Physical Confinement amp Detention [1036]
Defined ldquoconfinement of a student in a time-out room or some other enclosure whether within or outside the classroom from which the studentrsquos egress is restrictedrdquo
Not included time-out at a desk in a corner at the back of a class in the hall afterschool detention typical in-school suspension arrangements
Physical Confinement amp Detention [1036]
The room itself
Area of reasonable dimensions and free from hazards ldquoconsidering the age size and physical and mental condition of the studentrdquo
Sufficient light and adequate ventilation
Comfortable temperature consistent with the facility including the enclosure
Physical Confinement amp Detention [1036]
Time of confinement and detention Period of confinement and detention must be
ldquoreasonablerdquo considering childrsquos age condition Reasonable breaks for bodily needs (sleep does
not count) If period exceeds 60 minutes or typical class
period (whichever is shorter) staff must (a) obtain administrator (or designee) approval and (b) comply with directives and conditions on continued confinement and detention
Physical Confinement amp Detention [1036]
Additional requirements
ldquoAdequate and continuous adult supervisionrdquo is mandatory
Material restraints must not be used to maintain confinement and detention
If a locking mechanism is used the mechanism must comply with all building and fire codes and either
operate only when held in place by an adult (Staff shall not disable these mechanisms so they do not require an adult to hold in place) or release when
the buildingrsquos alarms sound open from the inside when lock is released
Additional Mandatory Minimum Procedures [1037]
The rules are mandatory but an agency may adopt additional policies and procedures
Required procedures includeUse of restraint and confinementTraining on restraint and confinementParent notificationDocumentation
Definition of Physical Restraint
The application of physical force by 1 or more individuals that reduces or restricts another individualrsquos ability to move his or her arms legs or head freely This does not include the temporary holding of an individual to assist with participation in activities of daily living (ADLs) without the risk of physical harm to an individual
Welfare League of America (2002)
Use of Seclusion and Restraint
Shall not be used as ldquodiscipline for minor infractionsrdquo
May ldquoonly be used if other disciplinary techniques have been attemptedrdquo if reasonable
Note need not use alternatives if not reasonable
Period of restraint shall be reasonable and necessary in duration
Restraint Additional Provisions [1038]
No employee shall use prone restraint Defined ldquoheld face downrdquo If used in an emergency staff must take
immediate steps to end the prone restraintNo employee shall use any restraint that
obstructs a childrsquos airwayIf a child signs or uses an augmentative mode of
communication the child must be allowed to have hands free to communicate unless harm appears likely to result
Remember this rule does not alter any immunity from lawsuit granted by statute
Notice to Parents [1037]
bull Notice to parents annuallyndash of these rulesndash of any additional policy and procedure
bull Attempt to notify parents on the day of an instance of restraint or confinement amp detention
bull Provide a written copy of documentation to parentsndash postmarked within three days of instance
ndash parents may elect to receive documents by e-mail or fax
Documentation Required [1037]
bull Schools shall maintain documentation for each instance of restraint or confinement
bull Purposes of documentation requirement Accurate record of each instance Required notice to parents Use for decision making (student
classroom building district)
Documentation Contents
bull Name of student involved
bull Name of employees involved including the administrator authorizing any additional period of confinement
bull Date
bull Time
bull Duration
Documentation Contents
bull Actions of student before during and after incident
bull Actions of employees before during and after incident (including student and staff debriefing)
bull Alternatives to restraint or confinement attempted (if any)
bull A description of injuries (to student or others) and property damage
bull A description of future approaches to studentsrsquo behavior (ie meet to revise IEP)
Additional Policies and Procedures
Does your district AEA or accredited nonpublic school have additional policies or procedures
If so you are required to follow them
Disciplinary options to seclusion amp restraint
Why should schools care about options to seclusion and restraint
A range of options increase the effectiveness of responses to unacceptable behavior
Using seclusion or restraint when other options would work decreases the effectiveness of seclusion and restraint
By rule seclusion and restraint shall not be used as ldquodiscipline for minor infractionsrdquo Iowa Admin Code r 281-1037 para 1
Disciplinary options to seclusion amp restraint
Options include hellip Redirection Offering choices Time-out at the studentrsquos desk Time-out in a location in the classroom
The options employed should match the function of the childrsquos behavior (avoidance attention etc) and should address both prevention and consequences
Crisis Prevention Crisis Intervention Crisis De-escalationIf a crisis is avoided all benefit
What is a crisis If safety is an issue you are probably in a crisis
A calm approach to a crisis with an opportunity for a student to take an alternative action is the foundation for avoiding resolving or terminating a crisis
Crisis Prevention Crisis Intervention Crisis De-escalation
bull Maintain a calm voice and demeanor
bull Provide clear guidelines for the child
bull If the child has a behavior plan follow it
bull Provide a more attractive alternative option for the child to choose
bull Above all remember your safety the childrsquos safety and the safety of others
De-escalation techniques
Examples includebull Talking in a calm voicebull Adults moving in slow movements
providing minimal startles to individualbull Offering choicesbull Providing clear guidelinesbull Removing stressorsbull Providing calming items or activities
Behavior Intervention Plan vs Crisis
If child has a Behavior Intervention Plan for this situation follow the plan
The plan should be matched to the function of behavior and would be the appropriate response to an expected crisis condition
If the child does not have a Behavior Intervention Plan for this situation it is most likely because it is a new situation a student who is not ldquopronerdquo to this type of situation or the adults available are unaware
FOLLOW DE-ESCALATION PROCEDURES
Student and Staff Debriefing
bull ldquoDebriefrdquo is defined by the American Heritage Dictionary (4th ed 2000) as follows ldquoTo question to obtain knowledge or intelligence gathered especially on a military missionrdquo
bull The rules use this word in its broadest possible meaning
bull Purpose to gather useful information
Student and Staff DebriefingSome information that might be useful
What happenedDo you understand why it happenedWhy did you do what you didWhat could you have done insteadWhat could you do if there is a ldquonext timerdquoHow can we help you if there is a ldquonext timerdquoHow can we help you so there will not be a ldquonext
timerdquo
Safe and Effective Use of Seclusion amp Restraint
bull Remember safety firstbull Your safetybull The safety of the student and othersbull Certain things to remember
ndash The studentrsquos condition (age physical condition presence of weapon)
ndash Control of the student (immobilization of the student but only to the extent necessary)
ndash Protection of the student (avoid actions that threaten the studentrsquos health or safety)
Safe and Effective Use of Seclusion amp Restraint
Effective use
What are the purposes of seclusion and restraint
Does the use of seclusion and restraint in a particular case advance one of those purposes
Is seclusion and restraint used only when necessary
For More Information hellip
Feel free to contact
o your districtrsquos director of special education
o your AEA
o the Iowa Department of Education
Prevention is Key
PBIS is a broad range of systemic and individualized strategies for achieving important social and learning outcomes while preventing problem behavior
Contributed by OSEP Center on PBIS
What does the research say about PBIS
PBIS has been shown to increase preferred behaviors increase student time spent in instruction decrease office referrals and decrease suspensions
Lohrmann et al (2008)
helliphellip reliance on exclusionary and punishment-centered disciplinary practices without pro-active supports has been shown to increase problem behavior
Mayer (1995)
Positive Behavior Interventions and Supports (PBIS)
school and classroom-wide systems for all students staff and settings
specialized groupsystems for at-risk students
individualizedsystems for high-risk students
80 of
Students
15
5
CONTINUUM OF SCHOOL-WIDE BEHAVIOR SUPPORT
Tertiary Prevention
Secondary Prevention
Primary Prevention
Teaching Matrix
SETTING
All Settings Hallways Playgrounds CafeteriaLibrary
Computer Lab
Assembly Bus
Respect Ourselves
Be on taskGive your best effort
Be prepared
Walk Have a plan
Eat all your food
Select healthy foods
Study read compute
Sit in one spotWatch for your
stop
Respect Others
Be kindHandsfeet to
selfHelpshare with others
Use normal voice volumeWalk to right
Play safeInclude others
Share equipment
Practice good table manners
WhisperReturn books
ListenwatchUse appropriate
applause
Use a quiet voice
Stay in your seat
Respect Property
RecycleClean up after self
Pick up litterMaintain physical space
Use equipment properly
Put litter in garbage can
Replace trays amp utensilsClean up
eating area3
Push in chairs
Treat books carefully
Pick upTreat chairs
appropriately
Wipe your feetSit
appropriately
1 SOCIAL SKILL
3BEHAVIOREXAMPLES
2 NATU
RAL
CO
NTEXT
Positive Behavior Interventions and Supports (PBIS)
Positive relationships and positive interactions increase the likelihood of appropriate (positive) student responses
Teaching positively stated expectations (ldquodohelliprdquo) not negative (ldquodo notrdquo)
Defining clear equitable predictable consequences for meeting expectations
Defining clear equitable predictable consequences for not meeting expectations
Focus on teaching acceptable replacement behaviors
Examples of Data Decision Making
bull 1048700 Office Discipline Referrals
bull How many does it take before further action
bull What is the action
bull 1048700 Attendance
bull 1048700 Assignments
bull 1048700 Grades
How many does it take before
further action
What is the action
Using Data
bull School-Widendash Whatrsquos happeningndash Are we meeting our goalsndash Are we doing what we said we would
bull Individual Studentsndash Whatrsquos happeningndash What do we do nextndash Are we doing what we said we would
Assessment of systems
Continuum of Assessment and Support
Universal interventions
Specialized group interventions
Specialized individual intervention
Specialized individual intervention
Functional analysis
Functional Behavioral
assessment
Simple functional assessment
(Crone Horner 2003)
1 - 2
3 ndash 7
5 ndash 15
80 -85
Supplemental
Supplemental Supports
bull For those students who exhibit difficulties despite proactive school-wide prevention efforts
bull Likely to be students with both academic amp behavioral challenges
bull Approximately 10 of school population
The Problem-solving Process
1 Define the problem What is the problem and why is it happening
4 Evaluate Did our plan work
2 Develop a plan What are we going to do
3Implement the plan Carry out the intervention
Conduct Brief Functional Assessment
Is the behavior maintained by escape
from social interaction
Is the behavior related to lack of academic skills
Is the behavior maintained by peer
attention
Escape Motivated BEP
Reduce adult interaction
Use escape as a reinforcer
BEP + Academic Support
Increase academic support
Peer Motivated BEP
Allow student to earn reinforcers to share with peers
Horner Hawken Marsh
Requirements for Supplemental Interventions
Targeted individualized or small group interventions
bull 1048698 based on functional behavioral assessment information
bull 1048698 social skills instruction
bull 1048698 behavioral programming
Multiple opportunities forhigh rates of academic
success
Daily behavioral monitoring -Self andor adult
Regular frequentopportunities for positive reinforcement
Home-school connection
Critical Features of Supplemental Interventions
bull 1048700 Intervention is continuously available
bull 1048700 Rapid access to intervention (less than a week)
bull 1048700 Very low effort by teachers
bull 1048700 Positive system of support
bull 1048700 Implemented by all stafffaculty in a school
bull 1048700 Flexible intervention based on assessment (FBA)
bull 1048700 Consistent with school-wide expectations
bull 1048700 Adequate resources (admin team)
bull 1048700 Weekly meetings
bull 1048700 Student chooses to participate
bull 1048700 Continuous monitoring for decision-making
Rememberhellip
Without school-wide prevention
we cannot reliably identify
targeted-level students
The research says to hellip
bull Create systems-based preventive continuum of behavior support
bull Focus on adult behavior
bull Utilize data based decisions
bull Give priority to academic success
bull Invest in evidence-based practices
bull Teach amp acknowledge behavioral expectations
bull Work from a person-centered function-based approach
DE Contacts
Challenging Behaviors
Barb Rankin (515) 281 5447 barbrankiniowagov
Positive Behavior Supports (PBIS)
Susan Bruce (515) 281 3943 susanbruceiowagov
Thanks
Again thank you for your work on behalf of Iowarsquos children and families
Please feel free to contact the Iowa Department of Education or your trainer if you require further information
wwwiowagoveducate
- Amended Administrative Rules on Corporal Punishment Restraint and Physical Confinement and Detention
- Amended Rules
- Training Requirement
- Training Subjects
- Chapter 103rsquos Purpose [1031]
- Ban on Corporal Punishment [1032]
- What Corporal Punishment Is Not [1033]
- Material Restraints [1033]
- Exceptions amp Privileges [1034]
- Slide 10
- What is ldquoreasonable forcerdquo [1035]
- Slide 12
- Physical Confinement amp Detention [1036]
- Slide 14
- Slide 15
- Slide 16
- Additional Mandatory Minimum Procedures [1037]
- Definition of Physical Restraint
- Use of Seclusion and Restraint
- Restraint Additional Provisions [1038]
- Notice to Parents [1037]
- Documentation Required [1037]
- Documentation Contents
- Slide 24
- Additional Policies and Procedures
- Disciplinary options to seclusion amp restraint
- Slide 27
- Crisis Prevention Crisis Intervention Crisis De-escalation
- Slide 29
- De-escalation techniques
- Behavior Intervention Plan vs Crisis
- Student and Staff Debriefing
- Slide 33
- Safe and Effective Use of Seclusion amp Restraint
- Slide 35
- For More Information hellip
- Slide 37
- Prevention is Key
- Positive Behavior Interventions and Supports (PBIS)
- Slide 40
- Slide 41
- Slide 42
- Examples of Data Decision Making
- Slide 44
- Continuum of Assessment and Support
- Slide 46
- Slide 47
- The Problem-solving Process
- Slide 49
- Requirements for Supplemental Interventions
- Slide 51
- Slide 52
- The research says to hellip
- Slide 54
- DE Contacts
- Thanks
-
What is ldquoreasonable forcerdquo [1035]
Whether force is reasonable depends on the facts of each case considering 5 factors
1 Size physical mental psychological condition of the student
2 Nature of behavior or misconduct
3 Instrumentality used to apply force
4 Extent of injury to student if any
5 Employeersquos motivation in using force
What is ldquoreasonable forcerdquo [1035]
Remember hellip
ldquoReasonable physical force privileged at its inception does not lose its privileged status by reasons of an injury to the student not reasonably foreseeable or otherwise caused by intervening acts of another including the studentrdquo
Physical Confinement amp Detention [1036]
Defined ldquoconfinement of a student in a time-out room or some other enclosure whether within or outside the classroom from which the studentrsquos egress is restrictedrdquo
Not included time-out at a desk in a corner at the back of a class in the hall afterschool detention typical in-school suspension arrangements
Physical Confinement amp Detention [1036]
The room itself
Area of reasonable dimensions and free from hazards ldquoconsidering the age size and physical and mental condition of the studentrdquo
Sufficient light and adequate ventilation
Comfortable temperature consistent with the facility including the enclosure
Physical Confinement amp Detention [1036]
Time of confinement and detention Period of confinement and detention must be
ldquoreasonablerdquo considering childrsquos age condition Reasonable breaks for bodily needs (sleep does
not count) If period exceeds 60 minutes or typical class
period (whichever is shorter) staff must (a) obtain administrator (or designee) approval and (b) comply with directives and conditions on continued confinement and detention
Physical Confinement amp Detention [1036]
Additional requirements
ldquoAdequate and continuous adult supervisionrdquo is mandatory
Material restraints must not be used to maintain confinement and detention
If a locking mechanism is used the mechanism must comply with all building and fire codes and either
operate only when held in place by an adult (Staff shall not disable these mechanisms so they do not require an adult to hold in place) or release when
the buildingrsquos alarms sound open from the inside when lock is released
Additional Mandatory Minimum Procedures [1037]
The rules are mandatory but an agency may adopt additional policies and procedures
Required procedures includeUse of restraint and confinementTraining on restraint and confinementParent notificationDocumentation
Definition of Physical Restraint
The application of physical force by 1 or more individuals that reduces or restricts another individualrsquos ability to move his or her arms legs or head freely This does not include the temporary holding of an individual to assist with participation in activities of daily living (ADLs) without the risk of physical harm to an individual
Welfare League of America (2002)
Use of Seclusion and Restraint
Shall not be used as ldquodiscipline for minor infractionsrdquo
May ldquoonly be used if other disciplinary techniques have been attemptedrdquo if reasonable
Note need not use alternatives if not reasonable
Period of restraint shall be reasonable and necessary in duration
Restraint Additional Provisions [1038]
No employee shall use prone restraint Defined ldquoheld face downrdquo If used in an emergency staff must take
immediate steps to end the prone restraintNo employee shall use any restraint that
obstructs a childrsquos airwayIf a child signs or uses an augmentative mode of
communication the child must be allowed to have hands free to communicate unless harm appears likely to result
Remember this rule does not alter any immunity from lawsuit granted by statute
Notice to Parents [1037]
bull Notice to parents annuallyndash of these rulesndash of any additional policy and procedure
bull Attempt to notify parents on the day of an instance of restraint or confinement amp detention
bull Provide a written copy of documentation to parentsndash postmarked within three days of instance
ndash parents may elect to receive documents by e-mail or fax
Documentation Required [1037]
bull Schools shall maintain documentation for each instance of restraint or confinement
bull Purposes of documentation requirement Accurate record of each instance Required notice to parents Use for decision making (student
classroom building district)
Documentation Contents
bull Name of student involved
bull Name of employees involved including the administrator authorizing any additional period of confinement
bull Date
bull Time
bull Duration
Documentation Contents
bull Actions of student before during and after incident
bull Actions of employees before during and after incident (including student and staff debriefing)
bull Alternatives to restraint or confinement attempted (if any)
bull A description of injuries (to student or others) and property damage
bull A description of future approaches to studentsrsquo behavior (ie meet to revise IEP)
Additional Policies and Procedures
Does your district AEA or accredited nonpublic school have additional policies or procedures
If so you are required to follow them
Disciplinary options to seclusion amp restraint
Why should schools care about options to seclusion and restraint
A range of options increase the effectiveness of responses to unacceptable behavior
Using seclusion or restraint when other options would work decreases the effectiveness of seclusion and restraint
By rule seclusion and restraint shall not be used as ldquodiscipline for minor infractionsrdquo Iowa Admin Code r 281-1037 para 1
Disciplinary options to seclusion amp restraint
Options include hellip Redirection Offering choices Time-out at the studentrsquos desk Time-out in a location in the classroom
The options employed should match the function of the childrsquos behavior (avoidance attention etc) and should address both prevention and consequences
Crisis Prevention Crisis Intervention Crisis De-escalationIf a crisis is avoided all benefit
What is a crisis If safety is an issue you are probably in a crisis
A calm approach to a crisis with an opportunity for a student to take an alternative action is the foundation for avoiding resolving or terminating a crisis
Crisis Prevention Crisis Intervention Crisis De-escalation
bull Maintain a calm voice and demeanor
bull Provide clear guidelines for the child
bull If the child has a behavior plan follow it
bull Provide a more attractive alternative option for the child to choose
bull Above all remember your safety the childrsquos safety and the safety of others
De-escalation techniques
Examples includebull Talking in a calm voicebull Adults moving in slow movements
providing minimal startles to individualbull Offering choicesbull Providing clear guidelinesbull Removing stressorsbull Providing calming items or activities
Behavior Intervention Plan vs Crisis
If child has a Behavior Intervention Plan for this situation follow the plan
The plan should be matched to the function of behavior and would be the appropriate response to an expected crisis condition
If the child does not have a Behavior Intervention Plan for this situation it is most likely because it is a new situation a student who is not ldquopronerdquo to this type of situation or the adults available are unaware
FOLLOW DE-ESCALATION PROCEDURES
Student and Staff Debriefing
bull ldquoDebriefrdquo is defined by the American Heritage Dictionary (4th ed 2000) as follows ldquoTo question to obtain knowledge or intelligence gathered especially on a military missionrdquo
bull The rules use this word in its broadest possible meaning
bull Purpose to gather useful information
Student and Staff DebriefingSome information that might be useful
What happenedDo you understand why it happenedWhy did you do what you didWhat could you have done insteadWhat could you do if there is a ldquonext timerdquoHow can we help you if there is a ldquonext timerdquoHow can we help you so there will not be a ldquonext
timerdquo
Safe and Effective Use of Seclusion amp Restraint
bull Remember safety firstbull Your safetybull The safety of the student and othersbull Certain things to remember
ndash The studentrsquos condition (age physical condition presence of weapon)
ndash Control of the student (immobilization of the student but only to the extent necessary)
ndash Protection of the student (avoid actions that threaten the studentrsquos health or safety)
Safe and Effective Use of Seclusion amp Restraint
Effective use
What are the purposes of seclusion and restraint
Does the use of seclusion and restraint in a particular case advance one of those purposes
Is seclusion and restraint used only when necessary
For More Information hellip
Feel free to contact
o your districtrsquos director of special education
o your AEA
o the Iowa Department of Education
Prevention is Key
PBIS is a broad range of systemic and individualized strategies for achieving important social and learning outcomes while preventing problem behavior
Contributed by OSEP Center on PBIS
What does the research say about PBIS
PBIS has been shown to increase preferred behaviors increase student time spent in instruction decrease office referrals and decrease suspensions
Lohrmann et al (2008)
helliphellip reliance on exclusionary and punishment-centered disciplinary practices without pro-active supports has been shown to increase problem behavior
Mayer (1995)
Positive Behavior Interventions and Supports (PBIS)
school and classroom-wide systems for all students staff and settings
specialized groupsystems for at-risk students
individualizedsystems for high-risk students
80 of
Students
15
5
CONTINUUM OF SCHOOL-WIDE BEHAVIOR SUPPORT
Tertiary Prevention
Secondary Prevention
Primary Prevention
Teaching Matrix
SETTING
All Settings Hallways Playgrounds CafeteriaLibrary
Computer Lab
Assembly Bus
Respect Ourselves
Be on taskGive your best effort
Be prepared
Walk Have a plan
Eat all your food
Select healthy foods
Study read compute
Sit in one spotWatch for your
stop
Respect Others
Be kindHandsfeet to
selfHelpshare with others
Use normal voice volumeWalk to right
Play safeInclude others
Share equipment
Practice good table manners
WhisperReturn books
ListenwatchUse appropriate
applause
Use a quiet voice
Stay in your seat
Respect Property
RecycleClean up after self
Pick up litterMaintain physical space
Use equipment properly
Put litter in garbage can
Replace trays amp utensilsClean up
eating area3
Push in chairs
Treat books carefully
Pick upTreat chairs
appropriately
Wipe your feetSit
appropriately
1 SOCIAL SKILL
3BEHAVIOREXAMPLES
2 NATU
RAL
CO
NTEXT
Positive Behavior Interventions and Supports (PBIS)
Positive relationships and positive interactions increase the likelihood of appropriate (positive) student responses
Teaching positively stated expectations (ldquodohelliprdquo) not negative (ldquodo notrdquo)
Defining clear equitable predictable consequences for meeting expectations
Defining clear equitable predictable consequences for not meeting expectations
Focus on teaching acceptable replacement behaviors
Examples of Data Decision Making
bull 1048700 Office Discipline Referrals
bull How many does it take before further action
bull What is the action
bull 1048700 Attendance
bull 1048700 Assignments
bull 1048700 Grades
How many does it take before
further action
What is the action
Using Data
bull School-Widendash Whatrsquos happeningndash Are we meeting our goalsndash Are we doing what we said we would
bull Individual Studentsndash Whatrsquos happeningndash What do we do nextndash Are we doing what we said we would
Assessment of systems
Continuum of Assessment and Support
Universal interventions
Specialized group interventions
Specialized individual intervention
Specialized individual intervention
Functional analysis
Functional Behavioral
assessment
Simple functional assessment
(Crone Horner 2003)
1 - 2
3 ndash 7
5 ndash 15
80 -85
Supplemental
Supplemental Supports
bull For those students who exhibit difficulties despite proactive school-wide prevention efforts
bull Likely to be students with both academic amp behavioral challenges
bull Approximately 10 of school population
The Problem-solving Process
1 Define the problem What is the problem and why is it happening
4 Evaluate Did our plan work
2 Develop a plan What are we going to do
3Implement the plan Carry out the intervention
Conduct Brief Functional Assessment
Is the behavior maintained by escape
from social interaction
Is the behavior related to lack of academic skills
Is the behavior maintained by peer
attention
Escape Motivated BEP
Reduce adult interaction
Use escape as a reinforcer
BEP + Academic Support
Increase academic support
Peer Motivated BEP
Allow student to earn reinforcers to share with peers
Horner Hawken Marsh
Requirements for Supplemental Interventions
Targeted individualized or small group interventions
bull 1048698 based on functional behavioral assessment information
bull 1048698 social skills instruction
bull 1048698 behavioral programming
Multiple opportunities forhigh rates of academic
success
Daily behavioral monitoring -Self andor adult
Regular frequentopportunities for positive reinforcement
Home-school connection
Critical Features of Supplemental Interventions
bull 1048700 Intervention is continuously available
bull 1048700 Rapid access to intervention (less than a week)
bull 1048700 Very low effort by teachers
bull 1048700 Positive system of support
bull 1048700 Implemented by all stafffaculty in a school
bull 1048700 Flexible intervention based on assessment (FBA)
bull 1048700 Consistent with school-wide expectations
bull 1048700 Adequate resources (admin team)
bull 1048700 Weekly meetings
bull 1048700 Student chooses to participate
bull 1048700 Continuous monitoring for decision-making
Rememberhellip
Without school-wide prevention
we cannot reliably identify
targeted-level students
The research says to hellip
bull Create systems-based preventive continuum of behavior support
bull Focus on adult behavior
bull Utilize data based decisions
bull Give priority to academic success
bull Invest in evidence-based practices
bull Teach amp acknowledge behavioral expectations
bull Work from a person-centered function-based approach
DE Contacts
Challenging Behaviors
Barb Rankin (515) 281 5447 barbrankiniowagov
Positive Behavior Supports (PBIS)
Susan Bruce (515) 281 3943 susanbruceiowagov
Thanks
Again thank you for your work on behalf of Iowarsquos children and families
Please feel free to contact the Iowa Department of Education or your trainer if you require further information
wwwiowagoveducate
- Amended Administrative Rules on Corporal Punishment Restraint and Physical Confinement and Detention
- Amended Rules
- Training Requirement
- Training Subjects
- Chapter 103rsquos Purpose [1031]
- Ban on Corporal Punishment [1032]
- What Corporal Punishment Is Not [1033]
- Material Restraints [1033]
- Exceptions amp Privileges [1034]
- Slide 10
- What is ldquoreasonable forcerdquo [1035]
- Slide 12
- Physical Confinement amp Detention [1036]
- Slide 14
- Slide 15
- Slide 16
- Additional Mandatory Minimum Procedures [1037]
- Definition of Physical Restraint
- Use of Seclusion and Restraint
- Restraint Additional Provisions [1038]
- Notice to Parents [1037]
- Documentation Required [1037]
- Documentation Contents
- Slide 24
- Additional Policies and Procedures
- Disciplinary options to seclusion amp restraint
- Slide 27
- Crisis Prevention Crisis Intervention Crisis De-escalation
- Slide 29
- De-escalation techniques
- Behavior Intervention Plan vs Crisis
- Student and Staff Debriefing
- Slide 33
- Safe and Effective Use of Seclusion amp Restraint
- Slide 35
- For More Information hellip
- Slide 37
- Prevention is Key
- Positive Behavior Interventions and Supports (PBIS)
- Slide 40
- Slide 41
- Slide 42
- Examples of Data Decision Making
- Slide 44
- Continuum of Assessment and Support
- Slide 46
- Slide 47
- The Problem-solving Process
- Slide 49
- Requirements for Supplemental Interventions
- Slide 51
- Slide 52
- The research says to hellip
- Slide 54
- DE Contacts
- Thanks
-
What is ldquoreasonable forcerdquo [1035]
Remember hellip
ldquoReasonable physical force privileged at its inception does not lose its privileged status by reasons of an injury to the student not reasonably foreseeable or otherwise caused by intervening acts of another including the studentrdquo
Physical Confinement amp Detention [1036]
Defined ldquoconfinement of a student in a time-out room or some other enclosure whether within or outside the classroom from which the studentrsquos egress is restrictedrdquo
Not included time-out at a desk in a corner at the back of a class in the hall afterschool detention typical in-school suspension arrangements
Physical Confinement amp Detention [1036]
The room itself
Area of reasonable dimensions and free from hazards ldquoconsidering the age size and physical and mental condition of the studentrdquo
Sufficient light and adequate ventilation
Comfortable temperature consistent with the facility including the enclosure
Physical Confinement amp Detention [1036]
Time of confinement and detention Period of confinement and detention must be
ldquoreasonablerdquo considering childrsquos age condition Reasonable breaks for bodily needs (sleep does
not count) If period exceeds 60 minutes or typical class
period (whichever is shorter) staff must (a) obtain administrator (or designee) approval and (b) comply with directives and conditions on continued confinement and detention
Physical Confinement amp Detention [1036]
Additional requirements
ldquoAdequate and continuous adult supervisionrdquo is mandatory
Material restraints must not be used to maintain confinement and detention
If a locking mechanism is used the mechanism must comply with all building and fire codes and either
operate only when held in place by an adult (Staff shall not disable these mechanisms so they do not require an adult to hold in place) or release when
the buildingrsquos alarms sound open from the inside when lock is released
Additional Mandatory Minimum Procedures [1037]
The rules are mandatory but an agency may adopt additional policies and procedures
Required procedures includeUse of restraint and confinementTraining on restraint and confinementParent notificationDocumentation
Definition of Physical Restraint
The application of physical force by 1 or more individuals that reduces or restricts another individualrsquos ability to move his or her arms legs or head freely This does not include the temporary holding of an individual to assist with participation in activities of daily living (ADLs) without the risk of physical harm to an individual
Welfare League of America (2002)
Use of Seclusion and Restraint
Shall not be used as ldquodiscipline for minor infractionsrdquo
May ldquoonly be used if other disciplinary techniques have been attemptedrdquo if reasonable
Note need not use alternatives if not reasonable
Period of restraint shall be reasonable and necessary in duration
Restraint Additional Provisions [1038]
No employee shall use prone restraint Defined ldquoheld face downrdquo If used in an emergency staff must take
immediate steps to end the prone restraintNo employee shall use any restraint that
obstructs a childrsquos airwayIf a child signs or uses an augmentative mode of
communication the child must be allowed to have hands free to communicate unless harm appears likely to result
Remember this rule does not alter any immunity from lawsuit granted by statute
Notice to Parents [1037]
bull Notice to parents annuallyndash of these rulesndash of any additional policy and procedure
bull Attempt to notify parents on the day of an instance of restraint or confinement amp detention
bull Provide a written copy of documentation to parentsndash postmarked within three days of instance
ndash parents may elect to receive documents by e-mail or fax
Documentation Required [1037]
bull Schools shall maintain documentation for each instance of restraint or confinement
bull Purposes of documentation requirement Accurate record of each instance Required notice to parents Use for decision making (student
classroom building district)
Documentation Contents
bull Name of student involved
bull Name of employees involved including the administrator authorizing any additional period of confinement
bull Date
bull Time
bull Duration
Documentation Contents
bull Actions of student before during and after incident
bull Actions of employees before during and after incident (including student and staff debriefing)
bull Alternatives to restraint or confinement attempted (if any)
bull A description of injuries (to student or others) and property damage
bull A description of future approaches to studentsrsquo behavior (ie meet to revise IEP)
Additional Policies and Procedures
Does your district AEA or accredited nonpublic school have additional policies or procedures
If so you are required to follow them
Disciplinary options to seclusion amp restraint
Why should schools care about options to seclusion and restraint
A range of options increase the effectiveness of responses to unacceptable behavior
Using seclusion or restraint when other options would work decreases the effectiveness of seclusion and restraint
By rule seclusion and restraint shall not be used as ldquodiscipline for minor infractionsrdquo Iowa Admin Code r 281-1037 para 1
Disciplinary options to seclusion amp restraint
Options include hellip Redirection Offering choices Time-out at the studentrsquos desk Time-out in a location in the classroom
The options employed should match the function of the childrsquos behavior (avoidance attention etc) and should address both prevention and consequences
Crisis Prevention Crisis Intervention Crisis De-escalationIf a crisis is avoided all benefit
What is a crisis If safety is an issue you are probably in a crisis
A calm approach to a crisis with an opportunity for a student to take an alternative action is the foundation for avoiding resolving or terminating a crisis
Crisis Prevention Crisis Intervention Crisis De-escalation
bull Maintain a calm voice and demeanor
bull Provide clear guidelines for the child
bull If the child has a behavior plan follow it
bull Provide a more attractive alternative option for the child to choose
bull Above all remember your safety the childrsquos safety and the safety of others
De-escalation techniques
Examples includebull Talking in a calm voicebull Adults moving in slow movements
providing minimal startles to individualbull Offering choicesbull Providing clear guidelinesbull Removing stressorsbull Providing calming items or activities
Behavior Intervention Plan vs Crisis
If child has a Behavior Intervention Plan for this situation follow the plan
The plan should be matched to the function of behavior and would be the appropriate response to an expected crisis condition
If the child does not have a Behavior Intervention Plan for this situation it is most likely because it is a new situation a student who is not ldquopronerdquo to this type of situation or the adults available are unaware
FOLLOW DE-ESCALATION PROCEDURES
Student and Staff Debriefing
bull ldquoDebriefrdquo is defined by the American Heritage Dictionary (4th ed 2000) as follows ldquoTo question to obtain knowledge or intelligence gathered especially on a military missionrdquo
bull The rules use this word in its broadest possible meaning
bull Purpose to gather useful information
Student and Staff DebriefingSome information that might be useful
What happenedDo you understand why it happenedWhy did you do what you didWhat could you have done insteadWhat could you do if there is a ldquonext timerdquoHow can we help you if there is a ldquonext timerdquoHow can we help you so there will not be a ldquonext
timerdquo
Safe and Effective Use of Seclusion amp Restraint
bull Remember safety firstbull Your safetybull The safety of the student and othersbull Certain things to remember
ndash The studentrsquos condition (age physical condition presence of weapon)
ndash Control of the student (immobilization of the student but only to the extent necessary)
ndash Protection of the student (avoid actions that threaten the studentrsquos health or safety)
Safe and Effective Use of Seclusion amp Restraint
Effective use
What are the purposes of seclusion and restraint
Does the use of seclusion and restraint in a particular case advance one of those purposes
Is seclusion and restraint used only when necessary
For More Information hellip
Feel free to contact
o your districtrsquos director of special education
o your AEA
o the Iowa Department of Education
Prevention is Key
PBIS is a broad range of systemic and individualized strategies for achieving important social and learning outcomes while preventing problem behavior
Contributed by OSEP Center on PBIS
What does the research say about PBIS
PBIS has been shown to increase preferred behaviors increase student time spent in instruction decrease office referrals and decrease suspensions
Lohrmann et al (2008)
helliphellip reliance on exclusionary and punishment-centered disciplinary practices without pro-active supports has been shown to increase problem behavior
Mayer (1995)
Positive Behavior Interventions and Supports (PBIS)
school and classroom-wide systems for all students staff and settings
specialized groupsystems for at-risk students
individualizedsystems for high-risk students
80 of
Students
15
5
CONTINUUM OF SCHOOL-WIDE BEHAVIOR SUPPORT
Tertiary Prevention
Secondary Prevention
Primary Prevention
Teaching Matrix
SETTING
All Settings Hallways Playgrounds CafeteriaLibrary
Computer Lab
Assembly Bus
Respect Ourselves
Be on taskGive your best effort
Be prepared
Walk Have a plan
Eat all your food
Select healthy foods
Study read compute
Sit in one spotWatch for your
stop
Respect Others
Be kindHandsfeet to
selfHelpshare with others
Use normal voice volumeWalk to right
Play safeInclude others
Share equipment
Practice good table manners
WhisperReturn books
ListenwatchUse appropriate
applause
Use a quiet voice
Stay in your seat
Respect Property
RecycleClean up after self
Pick up litterMaintain physical space
Use equipment properly
Put litter in garbage can
Replace trays amp utensilsClean up
eating area3
Push in chairs
Treat books carefully
Pick upTreat chairs
appropriately
Wipe your feetSit
appropriately
1 SOCIAL SKILL
3BEHAVIOREXAMPLES
2 NATU
RAL
CO
NTEXT
Positive Behavior Interventions and Supports (PBIS)
Positive relationships and positive interactions increase the likelihood of appropriate (positive) student responses
Teaching positively stated expectations (ldquodohelliprdquo) not negative (ldquodo notrdquo)
Defining clear equitable predictable consequences for meeting expectations
Defining clear equitable predictable consequences for not meeting expectations
Focus on teaching acceptable replacement behaviors
Examples of Data Decision Making
bull 1048700 Office Discipline Referrals
bull How many does it take before further action
bull What is the action
bull 1048700 Attendance
bull 1048700 Assignments
bull 1048700 Grades
How many does it take before
further action
What is the action
Using Data
bull School-Widendash Whatrsquos happeningndash Are we meeting our goalsndash Are we doing what we said we would
bull Individual Studentsndash Whatrsquos happeningndash What do we do nextndash Are we doing what we said we would
Assessment of systems
Continuum of Assessment and Support
Universal interventions
Specialized group interventions
Specialized individual intervention
Specialized individual intervention
Functional analysis
Functional Behavioral
assessment
Simple functional assessment
(Crone Horner 2003)
1 - 2
3 ndash 7
5 ndash 15
80 -85
Supplemental
Supplemental Supports
bull For those students who exhibit difficulties despite proactive school-wide prevention efforts
bull Likely to be students with both academic amp behavioral challenges
bull Approximately 10 of school population
The Problem-solving Process
1 Define the problem What is the problem and why is it happening
4 Evaluate Did our plan work
2 Develop a plan What are we going to do
3Implement the plan Carry out the intervention
Conduct Brief Functional Assessment
Is the behavior maintained by escape
from social interaction
Is the behavior related to lack of academic skills
Is the behavior maintained by peer
attention
Escape Motivated BEP
Reduce adult interaction
Use escape as a reinforcer
BEP + Academic Support
Increase academic support
Peer Motivated BEP
Allow student to earn reinforcers to share with peers
Horner Hawken Marsh
Requirements for Supplemental Interventions
Targeted individualized or small group interventions
bull 1048698 based on functional behavioral assessment information
bull 1048698 social skills instruction
bull 1048698 behavioral programming
Multiple opportunities forhigh rates of academic
success
Daily behavioral monitoring -Self andor adult
Regular frequentopportunities for positive reinforcement
Home-school connection
Critical Features of Supplemental Interventions
bull 1048700 Intervention is continuously available
bull 1048700 Rapid access to intervention (less than a week)
bull 1048700 Very low effort by teachers
bull 1048700 Positive system of support
bull 1048700 Implemented by all stafffaculty in a school
bull 1048700 Flexible intervention based on assessment (FBA)
bull 1048700 Consistent with school-wide expectations
bull 1048700 Adequate resources (admin team)
bull 1048700 Weekly meetings
bull 1048700 Student chooses to participate
bull 1048700 Continuous monitoring for decision-making
Rememberhellip
Without school-wide prevention
we cannot reliably identify
targeted-level students
The research says to hellip
bull Create systems-based preventive continuum of behavior support
bull Focus on adult behavior
bull Utilize data based decisions
bull Give priority to academic success
bull Invest in evidence-based practices
bull Teach amp acknowledge behavioral expectations
bull Work from a person-centered function-based approach
DE Contacts
Challenging Behaviors
Barb Rankin (515) 281 5447 barbrankiniowagov
Positive Behavior Supports (PBIS)
Susan Bruce (515) 281 3943 susanbruceiowagov
Thanks
Again thank you for your work on behalf of Iowarsquos children and families
Please feel free to contact the Iowa Department of Education or your trainer if you require further information
wwwiowagoveducate
- Amended Administrative Rules on Corporal Punishment Restraint and Physical Confinement and Detention
- Amended Rules
- Training Requirement
- Training Subjects
- Chapter 103rsquos Purpose [1031]
- Ban on Corporal Punishment [1032]
- What Corporal Punishment Is Not [1033]
- Material Restraints [1033]
- Exceptions amp Privileges [1034]
- Slide 10
- What is ldquoreasonable forcerdquo [1035]
- Slide 12
- Physical Confinement amp Detention [1036]
- Slide 14
- Slide 15
- Slide 16
- Additional Mandatory Minimum Procedures [1037]
- Definition of Physical Restraint
- Use of Seclusion and Restraint
- Restraint Additional Provisions [1038]
- Notice to Parents [1037]
- Documentation Required [1037]
- Documentation Contents
- Slide 24
- Additional Policies and Procedures
- Disciplinary options to seclusion amp restraint
- Slide 27
- Crisis Prevention Crisis Intervention Crisis De-escalation
- Slide 29
- De-escalation techniques
- Behavior Intervention Plan vs Crisis
- Student and Staff Debriefing
- Slide 33
- Safe and Effective Use of Seclusion amp Restraint
- Slide 35
- For More Information hellip
- Slide 37
- Prevention is Key
- Positive Behavior Interventions and Supports (PBIS)
- Slide 40
- Slide 41
- Slide 42
- Examples of Data Decision Making
- Slide 44
- Continuum of Assessment and Support
- Slide 46
- Slide 47
- The Problem-solving Process
- Slide 49
- Requirements for Supplemental Interventions
- Slide 51
- Slide 52
- The research says to hellip
- Slide 54
- DE Contacts
- Thanks
-
Physical Confinement amp Detention [1036]
Defined ldquoconfinement of a student in a time-out room or some other enclosure whether within or outside the classroom from which the studentrsquos egress is restrictedrdquo
Not included time-out at a desk in a corner at the back of a class in the hall afterschool detention typical in-school suspension arrangements
Physical Confinement amp Detention [1036]
The room itself
Area of reasonable dimensions and free from hazards ldquoconsidering the age size and physical and mental condition of the studentrdquo
Sufficient light and adequate ventilation
Comfortable temperature consistent with the facility including the enclosure
Physical Confinement amp Detention [1036]
Time of confinement and detention Period of confinement and detention must be
ldquoreasonablerdquo considering childrsquos age condition Reasonable breaks for bodily needs (sleep does
not count) If period exceeds 60 minutes or typical class
period (whichever is shorter) staff must (a) obtain administrator (or designee) approval and (b) comply with directives and conditions on continued confinement and detention
Physical Confinement amp Detention [1036]
Additional requirements
ldquoAdequate and continuous adult supervisionrdquo is mandatory
Material restraints must not be used to maintain confinement and detention
If a locking mechanism is used the mechanism must comply with all building and fire codes and either
operate only when held in place by an adult (Staff shall not disable these mechanisms so they do not require an adult to hold in place) or release when
the buildingrsquos alarms sound open from the inside when lock is released
Additional Mandatory Minimum Procedures [1037]
The rules are mandatory but an agency may adopt additional policies and procedures
Required procedures includeUse of restraint and confinementTraining on restraint and confinementParent notificationDocumentation
Definition of Physical Restraint
The application of physical force by 1 or more individuals that reduces or restricts another individualrsquos ability to move his or her arms legs or head freely This does not include the temporary holding of an individual to assist with participation in activities of daily living (ADLs) without the risk of physical harm to an individual
Welfare League of America (2002)
Use of Seclusion and Restraint
Shall not be used as ldquodiscipline for minor infractionsrdquo
May ldquoonly be used if other disciplinary techniques have been attemptedrdquo if reasonable
Note need not use alternatives if not reasonable
Period of restraint shall be reasonable and necessary in duration
Restraint Additional Provisions [1038]
No employee shall use prone restraint Defined ldquoheld face downrdquo If used in an emergency staff must take
immediate steps to end the prone restraintNo employee shall use any restraint that
obstructs a childrsquos airwayIf a child signs or uses an augmentative mode of
communication the child must be allowed to have hands free to communicate unless harm appears likely to result
Remember this rule does not alter any immunity from lawsuit granted by statute
Notice to Parents [1037]
bull Notice to parents annuallyndash of these rulesndash of any additional policy and procedure
bull Attempt to notify parents on the day of an instance of restraint or confinement amp detention
bull Provide a written copy of documentation to parentsndash postmarked within three days of instance
ndash parents may elect to receive documents by e-mail or fax
Documentation Required [1037]
bull Schools shall maintain documentation for each instance of restraint or confinement
bull Purposes of documentation requirement Accurate record of each instance Required notice to parents Use for decision making (student
classroom building district)
Documentation Contents
bull Name of student involved
bull Name of employees involved including the administrator authorizing any additional period of confinement
bull Date
bull Time
bull Duration
Documentation Contents
bull Actions of student before during and after incident
bull Actions of employees before during and after incident (including student and staff debriefing)
bull Alternatives to restraint or confinement attempted (if any)
bull A description of injuries (to student or others) and property damage
bull A description of future approaches to studentsrsquo behavior (ie meet to revise IEP)
Additional Policies and Procedures
Does your district AEA or accredited nonpublic school have additional policies or procedures
If so you are required to follow them
Disciplinary options to seclusion amp restraint
Why should schools care about options to seclusion and restraint
A range of options increase the effectiveness of responses to unacceptable behavior
Using seclusion or restraint when other options would work decreases the effectiveness of seclusion and restraint
By rule seclusion and restraint shall not be used as ldquodiscipline for minor infractionsrdquo Iowa Admin Code r 281-1037 para 1
Disciplinary options to seclusion amp restraint
Options include hellip Redirection Offering choices Time-out at the studentrsquos desk Time-out in a location in the classroom
The options employed should match the function of the childrsquos behavior (avoidance attention etc) and should address both prevention and consequences
Crisis Prevention Crisis Intervention Crisis De-escalationIf a crisis is avoided all benefit
What is a crisis If safety is an issue you are probably in a crisis
A calm approach to a crisis with an opportunity for a student to take an alternative action is the foundation for avoiding resolving or terminating a crisis
Crisis Prevention Crisis Intervention Crisis De-escalation
bull Maintain a calm voice and demeanor
bull Provide clear guidelines for the child
bull If the child has a behavior plan follow it
bull Provide a more attractive alternative option for the child to choose
bull Above all remember your safety the childrsquos safety and the safety of others
De-escalation techniques
Examples includebull Talking in a calm voicebull Adults moving in slow movements
providing minimal startles to individualbull Offering choicesbull Providing clear guidelinesbull Removing stressorsbull Providing calming items or activities
Behavior Intervention Plan vs Crisis
If child has a Behavior Intervention Plan for this situation follow the plan
The plan should be matched to the function of behavior and would be the appropriate response to an expected crisis condition
If the child does not have a Behavior Intervention Plan for this situation it is most likely because it is a new situation a student who is not ldquopronerdquo to this type of situation or the adults available are unaware
FOLLOW DE-ESCALATION PROCEDURES
Student and Staff Debriefing
bull ldquoDebriefrdquo is defined by the American Heritage Dictionary (4th ed 2000) as follows ldquoTo question to obtain knowledge or intelligence gathered especially on a military missionrdquo
bull The rules use this word in its broadest possible meaning
bull Purpose to gather useful information
Student and Staff DebriefingSome information that might be useful
What happenedDo you understand why it happenedWhy did you do what you didWhat could you have done insteadWhat could you do if there is a ldquonext timerdquoHow can we help you if there is a ldquonext timerdquoHow can we help you so there will not be a ldquonext
timerdquo
Safe and Effective Use of Seclusion amp Restraint
bull Remember safety firstbull Your safetybull The safety of the student and othersbull Certain things to remember
ndash The studentrsquos condition (age physical condition presence of weapon)
ndash Control of the student (immobilization of the student but only to the extent necessary)
ndash Protection of the student (avoid actions that threaten the studentrsquos health or safety)
Safe and Effective Use of Seclusion amp Restraint
Effective use
What are the purposes of seclusion and restraint
Does the use of seclusion and restraint in a particular case advance one of those purposes
Is seclusion and restraint used only when necessary
For More Information hellip
Feel free to contact
o your districtrsquos director of special education
o your AEA
o the Iowa Department of Education
Prevention is Key
PBIS is a broad range of systemic and individualized strategies for achieving important social and learning outcomes while preventing problem behavior
Contributed by OSEP Center on PBIS
What does the research say about PBIS
PBIS has been shown to increase preferred behaviors increase student time spent in instruction decrease office referrals and decrease suspensions
Lohrmann et al (2008)
helliphellip reliance on exclusionary and punishment-centered disciplinary practices without pro-active supports has been shown to increase problem behavior
Mayer (1995)
Positive Behavior Interventions and Supports (PBIS)
school and classroom-wide systems for all students staff and settings
specialized groupsystems for at-risk students
individualizedsystems for high-risk students
80 of
Students
15
5
CONTINUUM OF SCHOOL-WIDE BEHAVIOR SUPPORT
Tertiary Prevention
Secondary Prevention
Primary Prevention
Teaching Matrix
SETTING
All Settings Hallways Playgrounds CafeteriaLibrary
Computer Lab
Assembly Bus
Respect Ourselves
Be on taskGive your best effort
Be prepared
Walk Have a plan
Eat all your food
Select healthy foods
Study read compute
Sit in one spotWatch for your
stop
Respect Others
Be kindHandsfeet to
selfHelpshare with others
Use normal voice volumeWalk to right
Play safeInclude others
Share equipment
Practice good table manners
WhisperReturn books
ListenwatchUse appropriate
applause
Use a quiet voice
Stay in your seat
Respect Property
RecycleClean up after self
Pick up litterMaintain physical space
Use equipment properly
Put litter in garbage can
Replace trays amp utensilsClean up
eating area3
Push in chairs
Treat books carefully
Pick upTreat chairs
appropriately
Wipe your feetSit
appropriately
1 SOCIAL SKILL
3BEHAVIOREXAMPLES
2 NATU
RAL
CO
NTEXT
Positive Behavior Interventions and Supports (PBIS)
Positive relationships and positive interactions increase the likelihood of appropriate (positive) student responses
Teaching positively stated expectations (ldquodohelliprdquo) not negative (ldquodo notrdquo)
Defining clear equitable predictable consequences for meeting expectations
Defining clear equitable predictable consequences for not meeting expectations
Focus on teaching acceptable replacement behaviors
Examples of Data Decision Making
bull 1048700 Office Discipline Referrals
bull How many does it take before further action
bull What is the action
bull 1048700 Attendance
bull 1048700 Assignments
bull 1048700 Grades
How many does it take before
further action
What is the action
Using Data
bull School-Widendash Whatrsquos happeningndash Are we meeting our goalsndash Are we doing what we said we would
bull Individual Studentsndash Whatrsquos happeningndash What do we do nextndash Are we doing what we said we would
Assessment of systems
Continuum of Assessment and Support
Universal interventions
Specialized group interventions
Specialized individual intervention
Specialized individual intervention
Functional analysis
Functional Behavioral
assessment
Simple functional assessment
(Crone Horner 2003)
1 - 2
3 ndash 7
5 ndash 15
80 -85
Supplemental
Supplemental Supports
bull For those students who exhibit difficulties despite proactive school-wide prevention efforts
bull Likely to be students with both academic amp behavioral challenges
bull Approximately 10 of school population
The Problem-solving Process
1 Define the problem What is the problem and why is it happening
4 Evaluate Did our plan work
2 Develop a plan What are we going to do
3Implement the plan Carry out the intervention
Conduct Brief Functional Assessment
Is the behavior maintained by escape
from social interaction
Is the behavior related to lack of academic skills
Is the behavior maintained by peer
attention
Escape Motivated BEP
Reduce adult interaction
Use escape as a reinforcer
BEP + Academic Support
Increase academic support
Peer Motivated BEP
Allow student to earn reinforcers to share with peers
Horner Hawken Marsh
Requirements for Supplemental Interventions
Targeted individualized or small group interventions
bull 1048698 based on functional behavioral assessment information
bull 1048698 social skills instruction
bull 1048698 behavioral programming
Multiple opportunities forhigh rates of academic
success
Daily behavioral monitoring -Self andor adult
Regular frequentopportunities for positive reinforcement
Home-school connection
Critical Features of Supplemental Interventions
bull 1048700 Intervention is continuously available
bull 1048700 Rapid access to intervention (less than a week)
bull 1048700 Very low effort by teachers
bull 1048700 Positive system of support
bull 1048700 Implemented by all stafffaculty in a school
bull 1048700 Flexible intervention based on assessment (FBA)
bull 1048700 Consistent with school-wide expectations
bull 1048700 Adequate resources (admin team)
bull 1048700 Weekly meetings
bull 1048700 Student chooses to participate
bull 1048700 Continuous monitoring for decision-making
Rememberhellip
Without school-wide prevention
we cannot reliably identify
targeted-level students
The research says to hellip
bull Create systems-based preventive continuum of behavior support
bull Focus on adult behavior
bull Utilize data based decisions
bull Give priority to academic success
bull Invest in evidence-based practices
bull Teach amp acknowledge behavioral expectations
bull Work from a person-centered function-based approach
DE Contacts
Challenging Behaviors
Barb Rankin (515) 281 5447 barbrankiniowagov
Positive Behavior Supports (PBIS)
Susan Bruce (515) 281 3943 susanbruceiowagov
Thanks
Again thank you for your work on behalf of Iowarsquos children and families
Please feel free to contact the Iowa Department of Education or your trainer if you require further information
wwwiowagoveducate
- Amended Administrative Rules on Corporal Punishment Restraint and Physical Confinement and Detention
- Amended Rules
- Training Requirement
- Training Subjects
- Chapter 103rsquos Purpose [1031]
- Ban on Corporal Punishment [1032]
- What Corporal Punishment Is Not [1033]
- Material Restraints [1033]
- Exceptions amp Privileges [1034]
- Slide 10
- What is ldquoreasonable forcerdquo [1035]
- Slide 12
- Physical Confinement amp Detention [1036]
- Slide 14
- Slide 15
- Slide 16
- Additional Mandatory Minimum Procedures [1037]
- Definition of Physical Restraint
- Use of Seclusion and Restraint
- Restraint Additional Provisions [1038]
- Notice to Parents [1037]
- Documentation Required [1037]
- Documentation Contents
- Slide 24
- Additional Policies and Procedures
- Disciplinary options to seclusion amp restraint
- Slide 27
- Crisis Prevention Crisis Intervention Crisis De-escalation
- Slide 29
- De-escalation techniques
- Behavior Intervention Plan vs Crisis
- Student and Staff Debriefing
- Slide 33
- Safe and Effective Use of Seclusion amp Restraint
- Slide 35
- For More Information hellip
- Slide 37
- Prevention is Key
- Positive Behavior Interventions and Supports (PBIS)
- Slide 40
- Slide 41
- Slide 42
- Examples of Data Decision Making
- Slide 44
- Continuum of Assessment and Support
- Slide 46
- Slide 47
- The Problem-solving Process
- Slide 49
- Requirements for Supplemental Interventions
- Slide 51
- Slide 52
- The research says to hellip
- Slide 54
- DE Contacts
- Thanks
-
Physical Confinement amp Detention [1036]
The room itself
Area of reasonable dimensions and free from hazards ldquoconsidering the age size and physical and mental condition of the studentrdquo
Sufficient light and adequate ventilation
Comfortable temperature consistent with the facility including the enclosure
Physical Confinement amp Detention [1036]
Time of confinement and detention Period of confinement and detention must be
ldquoreasonablerdquo considering childrsquos age condition Reasonable breaks for bodily needs (sleep does
not count) If period exceeds 60 minutes or typical class
period (whichever is shorter) staff must (a) obtain administrator (or designee) approval and (b) comply with directives and conditions on continued confinement and detention
Physical Confinement amp Detention [1036]
Additional requirements
ldquoAdequate and continuous adult supervisionrdquo is mandatory
Material restraints must not be used to maintain confinement and detention
If a locking mechanism is used the mechanism must comply with all building and fire codes and either
operate only when held in place by an adult (Staff shall not disable these mechanisms so they do not require an adult to hold in place) or release when
the buildingrsquos alarms sound open from the inside when lock is released
Additional Mandatory Minimum Procedures [1037]
The rules are mandatory but an agency may adopt additional policies and procedures
Required procedures includeUse of restraint and confinementTraining on restraint and confinementParent notificationDocumentation
Definition of Physical Restraint
The application of physical force by 1 or more individuals that reduces or restricts another individualrsquos ability to move his or her arms legs or head freely This does not include the temporary holding of an individual to assist with participation in activities of daily living (ADLs) without the risk of physical harm to an individual
Welfare League of America (2002)
Use of Seclusion and Restraint
Shall not be used as ldquodiscipline for minor infractionsrdquo
May ldquoonly be used if other disciplinary techniques have been attemptedrdquo if reasonable
Note need not use alternatives if not reasonable
Period of restraint shall be reasonable and necessary in duration
Restraint Additional Provisions [1038]
No employee shall use prone restraint Defined ldquoheld face downrdquo If used in an emergency staff must take
immediate steps to end the prone restraintNo employee shall use any restraint that
obstructs a childrsquos airwayIf a child signs or uses an augmentative mode of
communication the child must be allowed to have hands free to communicate unless harm appears likely to result
Remember this rule does not alter any immunity from lawsuit granted by statute
Notice to Parents [1037]
bull Notice to parents annuallyndash of these rulesndash of any additional policy and procedure
bull Attempt to notify parents on the day of an instance of restraint or confinement amp detention
bull Provide a written copy of documentation to parentsndash postmarked within three days of instance
ndash parents may elect to receive documents by e-mail or fax
Documentation Required [1037]
bull Schools shall maintain documentation for each instance of restraint or confinement
bull Purposes of documentation requirement Accurate record of each instance Required notice to parents Use for decision making (student
classroom building district)
Documentation Contents
bull Name of student involved
bull Name of employees involved including the administrator authorizing any additional period of confinement
bull Date
bull Time
bull Duration
Documentation Contents
bull Actions of student before during and after incident
bull Actions of employees before during and after incident (including student and staff debriefing)
bull Alternatives to restraint or confinement attempted (if any)
bull A description of injuries (to student or others) and property damage
bull A description of future approaches to studentsrsquo behavior (ie meet to revise IEP)
Additional Policies and Procedures
Does your district AEA or accredited nonpublic school have additional policies or procedures
If so you are required to follow them
Disciplinary options to seclusion amp restraint
Why should schools care about options to seclusion and restraint
A range of options increase the effectiveness of responses to unacceptable behavior
Using seclusion or restraint when other options would work decreases the effectiveness of seclusion and restraint
By rule seclusion and restraint shall not be used as ldquodiscipline for minor infractionsrdquo Iowa Admin Code r 281-1037 para 1
Disciplinary options to seclusion amp restraint
Options include hellip Redirection Offering choices Time-out at the studentrsquos desk Time-out in a location in the classroom
The options employed should match the function of the childrsquos behavior (avoidance attention etc) and should address both prevention and consequences
Crisis Prevention Crisis Intervention Crisis De-escalationIf a crisis is avoided all benefit
What is a crisis If safety is an issue you are probably in a crisis
A calm approach to a crisis with an opportunity for a student to take an alternative action is the foundation for avoiding resolving or terminating a crisis
Crisis Prevention Crisis Intervention Crisis De-escalation
bull Maintain a calm voice and demeanor
bull Provide clear guidelines for the child
bull If the child has a behavior plan follow it
bull Provide a more attractive alternative option for the child to choose
bull Above all remember your safety the childrsquos safety and the safety of others
De-escalation techniques
Examples includebull Talking in a calm voicebull Adults moving in slow movements
providing minimal startles to individualbull Offering choicesbull Providing clear guidelinesbull Removing stressorsbull Providing calming items or activities
Behavior Intervention Plan vs Crisis
If child has a Behavior Intervention Plan for this situation follow the plan
The plan should be matched to the function of behavior and would be the appropriate response to an expected crisis condition
If the child does not have a Behavior Intervention Plan for this situation it is most likely because it is a new situation a student who is not ldquopronerdquo to this type of situation or the adults available are unaware
FOLLOW DE-ESCALATION PROCEDURES
Student and Staff Debriefing
bull ldquoDebriefrdquo is defined by the American Heritage Dictionary (4th ed 2000) as follows ldquoTo question to obtain knowledge or intelligence gathered especially on a military missionrdquo
bull The rules use this word in its broadest possible meaning
bull Purpose to gather useful information
Student and Staff DebriefingSome information that might be useful
What happenedDo you understand why it happenedWhy did you do what you didWhat could you have done insteadWhat could you do if there is a ldquonext timerdquoHow can we help you if there is a ldquonext timerdquoHow can we help you so there will not be a ldquonext
timerdquo
Safe and Effective Use of Seclusion amp Restraint
bull Remember safety firstbull Your safetybull The safety of the student and othersbull Certain things to remember
ndash The studentrsquos condition (age physical condition presence of weapon)
ndash Control of the student (immobilization of the student but only to the extent necessary)
ndash Protection of the student (avoid actions that threaten the studentrsquos health or safety)
Safe and Effective Use of Seclusion amp Restraint
Effective use
What are the purposes of seclusion and restraint
Does the use of seclusion and restraint in a particular case advance one of those purposes
Is seclusion and restraint used only when necessary
For More Information hellip
Feel free to contact
o your districtrsquos director of special education
o your AEA
o the Iowa Department of Education
Prevention is Key
PBIS is a broad range of systemic and individualized strategies for achieving important social and learning outcomes while preventing problem behavior
Contributed by OSEP Center on PBIS
What does the research say about PBIS
PBIS has been shown to increase preferred behaviors increase student time spent in instruction decrease office referrals and decrease suspensions
Lohrmann et al (2008)
helliphellip reliance on exclusionary and punishment-centered disciplinary practices without pro-active supports has been shown to increase problem behavior
Mayer (1995)
Positive Behavior Interventions and Supports (PBIS)
school and classroom-wide systems for all students staff and settings
specialized groupsystems for at-risk students
individualizedsystems for high-risk students
80 of
Students
15
5
CONTINUUM OF SCHOOL-WIDE BEHAVIOR SUPPORT
Tertiary Prevention
Secondary Prevention
Primary Prevention
Teaching Matrix
SETTING
All Settings Hallways Playgrounds CafeteriaLibrary
Computer Lab
Assembly Bus
Respect Ourselves
Be on taskGive your best effort
Be prepared
Walk Have a plan
Eat all your food
Select healthy foods
Study read compute
Sit in one spotWatch for your
stop
Respect Others
Be kindHandsfeet to
selfHelpshare with others
Use normal voice volumeWalk to right
Play safeInclude others
Share equipment
Practice good table manners
WhisperReturn books
ListenwatchUse appropriate
applause
Use a quiet voice
Stay in your seat
Respect Property
RecycleClean up after self
Pick up litterMaintain physical space
Use equipment properly
Put litter in garbage can
Replace trays amp utensilsClean up
eating area3
Push in chairs
Treat books carefully
Pick upTreat chairs
appropriately
Wipe your feetSit
appropriately
1 SOCIAL SKILL
3BEHAVIOREXAMPLES
2 NATU
RAL
CO
NTEXT
Positive Behavior Interventions and Supports (PBIS)
Positive relationships and positive interactions increase the likelihood of appropriate (positive) student responses
Teaching positively stated expectations (ldquodohelliprdquo) not negative (ldquodo notrdquo)
Defining clear equitable predictable consequences for meeting expectations
Defining clear equitable predictable consequences for not meeting expectations
Focus on teaching acceptable replacement behaviors
Examples of Data Decision Making
bull 1048700 Office Discipline Referrals
bull How many does it take before further action
bull What is the action
bull 1048700 Attendance
bull 1048700 Assignments
bull 1048700 Grades
How many does it take before
further action
What is the action
Using Data
bull School-Widendash Whatrsquos happeningndash Are we meeting our goalsndash Are we doing what we said we would
bull Individual Studentsndash Whatrsquos happeningndash What do we do nextndash Are we doing what we said we would
Assessment of systems
Continuum of Assessment and Support
Universal interventions
Specialized group interventions
Specialized individual intervention
Specialized individual intervention
Functional analysis
Functional Behavioral
assessment
Simple functional assessment
(Crone Horner 2003)
1 - 2
3 ndash 7
5 ndash 15
80 -85
Supplemental
Supplemental Supports
bull For those students who exhibit difficulties despite proactive school-wide prevention efforts
bull Likely to be students with both academic amp behavioral challenges
bull Approximately 10 of school population
The Problem-solving Process
1 Define the problem What is the problem and why is it happening
4 Evaluate Did our plan work
2 Develop a plan What are we going to do
3Implement the plan Carry out the intervention
Conduct Brief Functional Assessment
Is the behavior maintained by escape
from social interaction
Is the behavior related to lack of academic skills
Is the behavior maintained by peer
attention
Escape Motivated BEP
Reduce adult interaction
Use escape as a reinforcer
BEP + Academic Support
Increase academic support
Peer Motivated BEP
Allow student to earn reinforcers to share with peers
Horner Hawken Marsh
Requirements for Supplemental Interventions
Targeted individualized or small group interventions
bull 1048698 based on functional behavioral assessment information
bull 1048698 social skills instruction
bull 1048698 behavioral programming
Multiple opportunities forhigh rates of academic
success
Daily behavioral monitoring -Self andor adult
Regular frequentopportunities for positive reinforcement
Home-school connection
Critical Features of Supplemental Interventions
bull 1048700 Intervention is continuously available
bull 1048700 Rapid access to intervention (less than a week)
bull 1048700 Very low effort by teachers
bull 1048700 Positive system of support
bull 1048700 Implemented by all stafffaculty in a school
bull 1048700 Flexible intervention based on assessment (FBA)
bull 1048700 Consistent with school-wide expectations
bull 1048700 Adequate resources (admin team)
bull 1048700 Weekly meetings
bull 1048700 Student chooses to participate
bull 1048700 Continuous monitoring for decision-making
Rememberhellip
Without school-wide prevention
we cannot reliably identify
targeted-level students
The research says to hellip
bull Create systems-based preventive continuum of behavior support
bull Focus on adult behavior
bull Utilize data based decisions
bull Give priority to academic success
bull Invest in evidence-based practices
bull Teach amp acknowledge behavioral expectations
bull Work from a person-centered function-based approach
DE Contacts
Challenging Behaviors
Barb Rankin (515) 281 5447 barbrankiniowagov
Positive Behavior Supports (PBIS)
Susan Bruce (515) 281 3943 susanbruceiowagov
Thanks
Again thank you for your work on behalf of Iowarsquos children and families
Please feel free to contact the Iowa Department of Education or your trainer if you require further information
wwwiowagoveducate
- Amended Administrative Rules on Corporal Punishment Restraint and Physical Confinement and Detention
- Amended Rules
- Training Requirement
- Training Subjects
- Chapter 103rsquos Purpose [1031]
- Ban on Corporal Punishment [1032]
- What Corporal Punishment Is Not [1033]
- Material Restraints [1033]
- Exceptions amp Privileges [1034]
- Slide 10
- What is ldquoreasonable forcerdquo [1035]
- Slide 12
- Physical Confinement amp Detention [1036]
- Slide 14
- Slide 15
- Slide 16
- Additional Mandatory Minimum Procedures [1037]
- Definition of Physical Restraint
- Use of Seclusion and Restraint
- Restraint Additional Provisions [1038]
- Notice to Parents [1037]
- Documentation Required [1037]
- Documentation Contents
- Slide 24
- Additional Policies and Procedures
- Disciplinary options to seclusion amp restraint
- Slide 27
- Crisis Prevention Crisis Intervention Crisis De-escalation
- Slide 29
- De-escalation techniques
- Behavior Intervention Plan vs Crisis
- Student and Staff Debriefing
- Slide 33
- Safe and Effective Use of Seclusion amp Restraint
- Slide 35
- For More Information hellip
- Slide 37
- Prevention is Key
- Positive Behavior Interventions and Supports (PBIS)
- Slide 40
- Slide 41
- Slide 42
- Examples of Data Decision Making
- Slide 44
- Continuum of Assessment and Support
- Slide 46
- Slide 47
- The Problem-solving Process
- Slide 49
- Requirements for Supplemental Interventions
- Slide 51
- Slide 52
- The research says to hellip
- Slide 54
- DE Contacts
- Thanks
-
Physical Confinement amp Detention [1036]
Time of confinement and detention Period of confinement and detention must be
ldquoreasonablerdquo considering childrsquos age condition Reasonable breaks for bodily needs (sleep does
not count) If period exceeds 60 minutes or typical class
period (whichever is shorter) staff must (a) obtain administrator (or designee) approval and (b) comply with directives and conditions on continued confinement and detention
Physical Confinement amp Detention [1036]
Additional requirements
ldquoAdequate and continuous adult supervisionrdquo is mandatory
Material restraints must not be used to maintain confinement and detention
If a locking mechanism is used the mechanism must comply with all building and fire codes and either
operate only when held in place by an adult (Staff shall not disable these mechanisms so they do not require an adult to hold in place) or release when
the buildingrsquos alarms sound open from the inside when lock is released
Additional Mandatory Minimum Procedures [1037]
The rules are mandatory but an agency may adopt additional policies and procedures
Required procedures includeUse of restraint and confinementTraining on restraint and confinementParent notificationDocumentation
Definition of Physical Restraint
The application of physical force by 1 or more individuals that reduces or restricts another individualrsquos ability to move his or her arms legs or head freely This does not include the temporary holding of an individual to assist with participation in activities of daily living (ADLs) without the risk of physical harm to an individual
Welfare League of America (2002)
Use of Seclusion and Restraint
Shall not be used as ldquodiscipline for minor infractionsrdquo
May ldquoonly be used if other disciplinary techniques have been attemptedrdquo if reasonable
Note need not use alternatives if not reasonable
Period of restraint shall be reasonable and necessary in duration
Restraint Additional Provisions [1038]
No employee shall use prone restraint Defined ldquoheld face downrdquo If used in an emergency staff must take
immediate steps to end the prone restraintNo employee shall use any restraint that
obstructs a childrsquos airwayIf a child signs or uses an augmentative mode of
communication the child must be allowed to have hands free to communicate unless harm appears likely to result
Remember this rule does not alter any immunity from lawsuit granted by statute
Notice to Parents [1037]
bull Notice to parents annuallyndash of these rulesndash of any additional policy and procedure
bull Attempt to notify parents on the day of an instance of restraint or confinement amp detention
bull Provide a written copy of documentation to parentsndash postmarked within three days of instance
ndash parents may elect to receive documents by e-mail or fax
Documentation Required [1037]
bull Schools shall maintain documentation for each instance of restraint or confinement
bull Purposes of documentation requirement Accurate record of each instance Required notice to parents Use for decision making (student
classroom building district)
Documentation Contents
bull Name of student involved
bull Name of employees involved including the administrator authorizing any additional period of confinement
bull Date
bull Time
bull Duration
Documentation Contents
bull Actions of student before during and after incident
bull Actions of employees before during and after incident (including student and staff debriefing)
bull Alternatives to restraint or confinement attempted (if any)
bull A description of injuries (to student or others) and property damage
bull A description of future approaches to studentsrsquo behavior (ie meet to revise IEP)
Additional Policies and Procedures
Does your district AEA or accredited nonpublic school have additional policies or procedures
If so you are required to follow them
Disciplinary options to seclusion amp restraint
Why should schools care about options to seclusion and restraint
A range of options increase the effectiveness of responses to unacceptable behavior
Using seclusion or restraint when other options would work decreases the effectiveness of seclusion and restraint
By rule seclusion and restraint shall not be used as ldquodiscipline for minor infractionsrdquo Iowa Admin Code r 281-1037 para 1
Disciplinary options to seclusion amp restraint
Options include hellip Redirection Offering choices Time-out at the studentrsquos desk Time-out in a location in the classroom
The options employed should match the function of the childrsquos behavior (avoidance attention etc) and should address both prevention and consequences
Crisis Prevention Crisis Intervention Crisis De-escalationIf a crisis is avoided all benefit
What is a crisis If safety is an issue you are probably in a crisis
A calm approach to a crisis with an opportunity for a student to take an alternative action is the foundation for avoiding resolving or terminating a crisis
Crisis Prevention Crisis Intervention Crisis De-escalation
bull Maintain a calm voice and demeanor
bull Provide clear guidelines for the child
bull If the child has a behavior plan follow it
bull Provide a more attractive alternative option for the child to choose
bull Above all remember your safety the childrsquos safety and the safety of others
De-escalation techniques
Examples includebull Talking in a calm voicebull Adults moving in slow movements
providing minimal startles to individualbull Offering choicesbull Providing clear guidelinesbull Removing stressorsbull Providing calming items or activities
Behavior Intervention Plan vs Crisis
If child has a Behavior Intervention Plan for this situation follow the plan
The plan should be matched to the function of behavior and would be the appropriate response to an expected crisis condition
If the child does not have a Behavior Intervention Plan for this situation it is most likely because it is a new situation a student who is not ldquopronerdquo to this type of situation or the adults available are unaware
FOLLOW DE-ESCALATION PROCEDURES
Student and Staff Debriefing
bull ldquoDebriefrdquo is defined by the American Heritage Dictionary (4th ed 2000) as follows ldquoTo question to obtain knowledge or intelligence gathered especially on a military missionrdquo
bull The rules use this word in its broadest possible meaning
bull Purpose to gather useful information
Student and Staff DebriefingSome information that might be useful
What happenedDo you understand why it happenedWhy did you do what you didWhat could you have done insteadWhat could you do if there is a ldquonext timerdquoHow can we help you if there is a ldquonext timerdquoHow can we help you so there will not be a ldquonext
timerdquo
Safe and Effective Use of Seclusion amp Restraint
bull Remember safety firstbull Your safetybull The safety of the student and othersbull Certain things to remember
ndash The studentrsquos condition (age physical condition presence of weapon)
ndash Control of the student (immobilization of the student but only to the extent necessary)
ndash Protection of the student (avoid actions that threaten the studentrsquos health or safety)
Safe and Effective Use of Seclusion amp Restraint
Effective use
What are the purposes of seclusion and restraint
Does the use of seclusion and restraint in a particular case advance one of those purposes
Is seclusion and restraint used only when necessary
For More Information hellip
Feel free to contact
o your districtrsquos director of special education
o your AEA
o the Iowa Department of Education
Prevention is Key
PBIS is a broad range of systemic and individualized strategies for achieving important social and learning outcomes while preventing problem behavior
Contributed by OSEP Center on PBIS
What does the research say about PBIS
PBIS has been shown to increase preferred behaviors increase student time spent in instruction decrease office referrals and decrease suspensions
Lohrmann et al (2008)
helliphellip reliance on exclusionary and punishment-centered disciplinary practices without pro-active supports has been shown to increase problem behavior
Mayer (1995)
Positive Behavior Interventions and Supports (PBIS)
school and classroom-wide systems for all students staff and settings
specialized groupsystems for at-risk students
individualizedsystems for high-risk students
80 of
Students
15
5
CONTINUUM OF SCHOOL-WIDE BEHAVIOR SUPPORT
Tertiary Prevention
Secondary Prevention
Primary Prevention
Teaching Matrix
SETTING
All Settings Hallways Playgrounds CafeteriaLibrary
Computer Lab
Assembly Bus
Respect Ourselves
Be on taskGive your best effort
Be prepared
Walk Have a plan
Eat all your food
Select healthy foods
Study read compute
Sit in one spotWatch for your
stop
Respect Others
Be kindHandsfeet to
selfHelpshare with others
Use normal voice volumeWalk to right
Play safeInclude others
Share equipment
Practice good table manners
WhisperReturn books
ListenwatchUse appropriate
applause
Use a quiet voice
Stay in your seat
Respect Property
RecycleClean up after self
Pick up litterMaintain physical space
Use equipment properly
Put litter in garbage can
Replace trays amp utensilsClean up
eating area3
Push in chairs
Treat books carefully
Pick upTreat chairs
appropriately
Wipe your feetSit
appropriately
1 SOCIAL SKILL
3BEHAVIOREXAMPLES
2 NATU
RAL
CO
NTEXT
Positive Behavior Interventions and Supports (PBIS)
Positive relationships and positive interactions increase the likelihood of appropriate (positive) student responses
Teaching positively stated expectations (ldquodohelliprdquo) not negative (ldquodo notrdquo)
Defining clear equitable predictable consequences for meeting expectations
Defining clear equitable predictable consequences for not meeting expectations
Focus on teaching acceptable replacement behaviors
Examples of Data Decision Making
bull 1048700 Office Discipline Referrals
bull How many does it take before further action
bull What is the action
bull 1048700 Attendance
bull 1048700 Assignments
bull 1048700 Grades
How many does it take before
further action
What is the action
Using Data
bull School-Widendash Whatrsquos happeningndash Are we meeting our goalsndash Are we doing what we said we would
bull Individual Studentsndash Whatrsquos happeningndash What do we do nextndash Are we doing what we said we would
Assessment of systems
Continuum of Assessment and Support
Universal interventions
Specialized group interventions
Specialized individual intervention
Specialized individual intervention
Functional analysis
Functional Behavioral
assessment
Simple functional assessment
(Crone Horner 2003)
1 - 2
3 ndash 7
5 ndash 15
80 -85
Supplemental
Supplemental Supports
bull For those students who exhibit difficulties despite proactive school-wide prevention efforts
bull Likely to be students with both academic amp behavioral challenges
bull Approximately 10 of school population
The Problem-solving Process
1 Define the problem What is the problem and why is it happening
4 Evaluate Did our plan work
2 Develop a plan What are we going to do
3Implement the plan Carry out the intervention
Conduct Brief Functional Assessment
Is the behavior maintained by escape
from social interaction
Is the behavior related to lack of academic skills
Is the behavior maintained by peer
attention
Escape Motivated BEP
Reduce adult interaction
Use escape as a reinforcer
BEP + Academic Support
Increase academic support
Peer Motivated BEP
Allow student to earn reinforcers to share with peers
Horner Hawken Marsh
Requirements for Supplemental Interventions
Targeted individualized or small group interventions
bull 1048698 based on functional behavioral assessment information
bull 1048698 social skills instruction
bull 1048698 behavioral programming
Multiple opportunities forhigh rates of academic
success
Daily behavioral monitoring -Self andor adult
Regular frequentopportunities for positive reinforcement
Home-school connection
Critical Features of Supplemental Interventions
bull 1048700 Intervention is continuously available
bull 1048700 Rapid access to intervention (less than a week)
bull 1048700 Very low effort by teachers
bull 1048700 Positive system of support
bull 1048700 Implemented by all stafffaculty in a school
bull 1048700 Flexible intervention based on assessment (FBA)
bull 1048700 Consistent with school-wide expectations
bull 1048700 Adequate resources (admin team)
bull 1048700 Weekly meetings
bull 1048700 Student chooses to participate
bull 1048700 Continuous monitoring for decision-making
Rememberhellip
Without school-wide prevention
we cannot reliably identify
targeted-level students
The research says to hellip
bull Create systems-based preventive continuum of behavior support
bull Focus on adult behavior
bull Utilize data based decisions
bull Give priority to academic success
bull Invest in evidence-based practices
bull Teach amp acknowledge behavioral expectations
bull Work from a person-centered function-based approach
DE Contacts
Challenging Behaviors
Barb Rankin (515) 281 5447 barbrankiniowagov
Positive Behavior Supports (PBIS)
Susan Bruce (515) 281 3943 susanbruceiowagov
Thanks
Again thank you for your work on behalf of Iowarsquos children and families
Please feel free to contact the Iowa Department of Education or your trainer if you require further information
wwwiowagoveducate
- Amended Administrative Rules on Corporal Punishment Restraint and Physical Confinement and Detention
- Amended Rules
- Training Requirement
- Training Subjects
- Chapter 103rsquos Purpose [1031]
- Ban on Corporal Punishment [1032]
- What Corporal Punishment Is Not [1033]
- Material Restraints [1033]
- Exceptions amp Privileges [1034]
- Slide 10
- What is ldquoreasonable forcerdquo [1035]
- Slide 12
- Physical Confinement amp Detention [1036]
- Slide 14
- Slide 15
- Slide 16
- Additional Mandatory Minimum Procedures [1037]
- Definition of Physical Restraint
- Use of Seclusion and Restraint
- Restraint Additional Provisions [1038]
- Notice to Parents [1037]
- Documentation Required [1037]
- Documentation Contents
- Slide 24
- Additional Policies and Procedures
- Disciplinary options to seclusion amp restraint
- Slide 27
- Crisis Prevention Crisis Intervention Crisis De-escalation
- Slide 29
- De-escalation techniques
- Behavior Intervention Plan vs Crisis
- Student and Staff Debriefing
- Slide 33
- Safe and Effective Use of Seclusion amp Restraint
- Slide 35
- For More Information hellip
- Slide 37
- Prevention is Key
- Positive Behavior Interventions and Supports (PBIS)
- Slide 40
- Slide 41
- Slide 42
- Examples of Data Decision Making
- Slide 44
- Continuum of Assessment and Support
- Slide 46
- Slide 47
- The Problem-solving Process
- Slide 49
- Requirements for Supplemental Interventions
- Slide 51
- Slide 52
- The research says to hellip
- Slide 54
- DE Contacts
- Thanks
-
Physical Confinement amp Detention [1036]
Additional requirements
ldquoAdequate and continuous adult supervisionrdquo is mandatory
Material restraints must not be used to maintain confinement and detention
If a locking mechanism is used the mechanism must comply with all building and fire codes and either
operate only when held in place by an adult (Staff shall not disable these mechanisms so they do not require an adult to hold in place) or release when
the buildingrsquos alarms sound open from the inside when lock is released
Additional Mandatory Minimum Procedures [1037]
The rules are mandatory but an agency may adopt additional policies and procedures
Required procedures includeUse of restraint and confinementTraining on restraint and confinementParent notificationDocumentation
Definition of Physical Restraint
The application of physical force by 1 or more individuals that reduces or restricts another individualrsquos ability to move his or her arms legs or head freely This does not include the temporary holding of an individual to assist with participation in activities of daily living (ADLs) without the risk of physical harm to an individual
Welfare League of America (2002)
Use of Seclusion and Restraint
Shall not be used as ldquodiscipline for minor infractionsrdquo
May ldquoonly be used if other disciplinary techniques have been attemptedrdquo if reasonable
Note need not use alternatives if not reasonable
Period of restraint shall be reasonable and necessary in duration
Restraint Additional Provisions [1038]
No employee shall use prone restraint Defined ldquoheld face downrdquo If used in an emergency staff must take
immediate steps to end the prone restraintNo employee shall use any restraint that
obstructs a childrsquos airwayIf a child signs or uses an augmentative mode of
communication the child must be allowed to have hands free to communicate unless harm appears likely to result
Remember this rule does not alter any immunity from lawsuit granted by statute
Notice to Parents [1037]
bull Notice to parents annuallyndash of these rulesndash of any additional policy and procedure
bull Attempt to notify parents on the day of an instance of restraint or confinement amp detention
bull Provide a written copy of documentation to parentsndash postmarked within three days of instance
ndash parents may elect to receive documents by e-mail or fax
Documentation Required [1037]
bull Schools shall maintain documentation for each instance of restraint or confinement
bull Purposes of documentation requirement Accurate record of each instance Required notice to parents Use for decision making (student
classroom building district)
Documentation Contents
bull Name of student involved
bull Name of employees involved including the administrator authorizing any additional period of confinement
bull Date
bull Time
bull Duration
Documentation Contents
bull Actions of student before during and after incident
bull Actions of employees before during and after incident (including student and staff debriefing)
bull Alternatives to restraint or confinement attempted (if any)
bull A description of injuries (to student or others) and property damage
bull A description of future approaches to studentsrsquo behavior (ie meet to revise IEP)
Additional Policies and Procedures
Does your district AEA or accredited nonpublic school have additional policies or procedures
If so you are required to follow them
Disciplinary options to seclusion amp restraint
Why should schools care about options to seclusion and restraint
A range of options increase the effectiveness of responses to unacceptable behavior
Using seclusion or restraint when other options would work decreases the effectiveness of seclusion and restraint
By rule seclusion and restraint shall not be used as ldquodiscipline for minor infractionsrdquo Iowa Admin Code r 281-1037 para 1
Disciplinary options to seclusion amp restraint
Options include hellip Redirection Offering choices Time-out at the studentrsquos desk Time-out in a location in the classroom
The options employed should match the function of the childrsquos behavior (avoidance attention etc) and should address both prevention and consequences
Crisis Prevention Crisis Intervention Crisis De-escalationIf a crisis is avoided all benefit
What is a crisis If safety is an issue you are probably in a crisis
A calm approach to a crisis with an opportunity for a student to take an alternative action is the foundation for avoiding resolving or terminating a crisis
Crisis Prevention Crisis Intervention Crisis De-escalation
bull Maintain a calm voice and demeanor
bull Provide clear guidelines for the child
bull If the child has a behavior plan follow it
bull Provide a more attractive alternative option for the child to choose
bull Above all remember your safety the childrsquos safety and the safety of others
De-escalation techniques
Examples includebull Talking in a calm voicebull Adults moving in slow movements
providing minimal startles to individualbull Offering choicesbull Providing clear guidelinesbull Removing stressorsbull Providing calming items or activities
Behavior Intervention Plan vs Crisis
If child has a Behavior Intervention Plan for this situation follow the plan
The plan should be matched to the function of behavior and would be the appropriate response to an expected crisis condition
If the child does not have a Behavior Intervention Plan for this situation it is most likely because it is a new situation a student who is not ldquopronerdquo to this type of situation or the adults available are unaware
FOLLOW DE-ESCALATION PROCEDURES
Student and Staff Debriefing
bull ldquoDebriefrdquo is defined by the American Heritage Dictionary (4th ed 2000) as follows ldquoTo question to obtain knowledge or intelligence gathered especially on a military missionrdquo
bull The rules use this word in its broadest possible meaning
bull Purpose to gather useful information
Student and Staff DebriefingSome information that might be useful
What happenedDo you understand why it happenedWhy did you do what you didWhat could you have done insteadWhat could you do if there is a ldquonext timerdquoHow can we help you if there is a ldquonext timerdquoHow can we help you so there will not be a ldquonext
timerdquo
Safe and Effective Use of Seclusion amp Restraint
bull Remember safety firstbull Your safetybull The safety of the student and othersbull Certain things to remember
ndash The studentrsquos condition (age physical condition presence of weapon)
ndash Control of the student (immobilization of the student but only to the extent necessary)
ndash Protection of the student (avoid actions that threaten the studentrsquos health or safety)
Safe and Effective Use of Seclusion amp Restraint
Effective use
What are the purposes of seclusion and restraint
Does the use of seclusion and restraint in a particular case advance one of those purposes
Is seclusion and restraint used only when necessary
For More Information hellip
Feel free to contact
o your districtrsquos director of special education
o your AEA
o the Iowa Department of Education
Prevention is Key
PBIS is a broad range of systemic and individualized strategies for achieving important social and learning outcomes while preventing problem behavior
Contributed by OSEP Center on PBIS
What does the research say about PBIS
PBIS has been shown to increase preferred behaviors increase student time spent in instruction decrease office referrals and decrease suspensions
Lohrmann et al (2008)
helliphellip reliance on exclusionary and punishment-centered disciplinary practices without pro-active supports has been shown to increase problem behavior
Mayer (1995)
Positive Behavior Interventions and Supports (PBIS)
school and classroom-wide systems for all students staff and settings
specialized groupsystems for at-risk students
individualizedsystems for high-risk students
80 of
Students
15
5
CONTINUUM OF SCHOOL-WIDE BEHAVIOR SUPPORT
Tertiary Prevention
Secondary Prevention
Primary Prevention
Teaching Matrix
SETTING
All Settings Hallways Playgrounds CafeteriaLibrary
Computer Lab
Assembly Bus
Respect Ourselves
Be on taskGive your best effort
Be prepared
Walk Have a plan
Eat all your food
Select healthy foods
Study read compute
Sit in one spotWatch for your
stop
Respect Others
Be kindHandsfeet to
selfHelpshare with others
Use normal voice volumeWalk to right
Play safeInclude others
Share equipment
Practice good table manners
WhisperReturn books
ListenwatchUse appropriate
applause
Use a quiet voice
Stay in your seat
Respect Property
RecycleClean up after self
Pick up litterMaintain physical space
Use equipment properly
Put litter in garbage can
Replace trays amp utensilsClean up
eating area3
Push in chairs
Treat books carefully
Pick upTreat chairs
appropriately
Wipe your feetSit
appropriately
1 SOCIAL SKILL
3BEHAVIOREXAMPLES
2 NATU
RAL
CO
NTEXT
Positive Behavior Interventions and Supports (PBIS)
Positive relationships and positive interactions increase the likelihood of appropriate (positive) student responses
Teaching positively stated expectations (ldquodohelliprdquo) not negative (ldquodo notrdquo)
Defining clear equitable predictable consequences for meeting expectations
Defining clear equitable predictable consequences for not meeting expectations
Focus on teaching acceptable replacement behaviors
Examples of Data Decision Making
bull 1048700 Office Discipline Referrals
bull How many does it take before further action
bull What is the action
bull 1048700 Attendance
bull 1048700 Assignments
bull 1048700 Grades
How many does it take before
further action
What is the action
Using Data
bull School-Widendash Whatrsquos happeningndash Are we meeting our goalsndash Are we doing what we said we would
bull Individual Studentsndash Whatrsquos happeningndash What do we do nextndash Are we doing what we said we would
Assessment of systems
Continuum of Assessment and Support
Universal interventions
Specialized group interventions
Specialized individual intervention
Specialized individual intervention
Functional analysis
Functional Behavioral
assessment
Simple functional assessment
(Crone Horner 2003)
1 - 2
3 ndash 7
5 ndash 15
80 -85
Supplemental
Supplemental Supports
bull For those students who exhibit difficulties despite proactive school-wide prevention efforts
bull Likely to be students with both academic amp behavioral challenges
bull Approximately 10 of school population
The Problem-solving Process
1 Define the problem What is the problem and why is it happening
4 Evaluate Did our plan work
2 Develop a plan What are we going to do
3Implement the plan Carry out the intervention
Conduct Brief Functional Assessment
Is the behavior maintained by escape
from social interaction
Is the behavior related to lack of academic skills
Is the behavior maintained by peer
attention
Escape Motivated BEP
Reduce adult interaction
Use escape as a reinforcer
BEP + Academic Support
Increase academic support
Peer Motivated BEP
Allow student to earn reinforcers to share with peers
Horner Hawken Marsh
Requirements for Supplemental Interventions
Targeted individualized or small group interventions
bull 1048698 based on functional behavioral assessment information
bull 1048698 social skills instruction
bull 1048698 behavioral programming
Multiple opportunities forhigh rates of academic
success
Daily behavioral monitoring -Self andor adult
Regular frequentopportunities for positive reinforcement
Home-school connection
Critical Features of Supplemental Interventions
bull 1048700 Intervention is continuously available
bull 1048700 Rapid access to intervention (less than a week)
bull 1048700 Very low effort by teachers
bull 1048700 Positive system of support
bull 1048700 Implemented by all stafffaculty in a school
bull 1048700 Flexible intervention based on assessment (FBA)
bull 1048700 Consistent with school-wide expectations
bull 1048700 Adequate resources (admin team)
bull 1048700 Weekly meetings
bull 1048700 Student chooses to participate
bull 1048700 Continuous monitoring for decision-making
Rememberhellip
Without school-wide prevention
we cannot reliably identify
targeted-level students
The research says to hellip
bull Create systems-based preventive continuum of behavior support
bull Focus on adult behavior
bull Utilize data based decisions
bull Give priority to academic success
bull Invest in evidence-based practices
bull Teach amp acknowledge behavioral expectations
bull Work from a person-centered function-based approach
DE Contacts
Challenging Behaviors
Barb Rankin (515) 281 5447 barbrankiniowagov
Positive Behavior Supports (PBIS)
Susan Bruce (515) 281 3943 susanbruceiowagov
Thanks
Again thank you for your work on behalf of Iowarsquos children and families
Please feel free to contact the Iowa Department of Education or your trainer if you require further information
wwwiowagoveducate
- Amended Administrative Rules on Corporal Punishment Restraint and Physical Confinement and Detention
- Amended Rules
- Training Requirement
- Training Subjects
- Chapter 103rsquos Purpose [1031]
- Ban on Corporal Punishment [1032]
- What Corporal Punishment Is Not [1033]
- Material Restraints [1033]
- Exceptions amp Privileges [1034]
- Slide 10
- What is ldquoreasonable forcerdquo [1035]
- Slide 12
- Physical Confinement amp Detention [1036]
- Slide 14
- Slide 15
- Slide 16
- Additional Mandatory Minimum Procedures [1037]
- Definition of Physical Restraint
- Use of Seclusion and Restraint
- Restraint Additional Provisions [1038]
- Notice to Parents [1037]
- Documentation Required [1037]
- Documentation Contents
- Slide 24
- Additional Policies and Procedures
- Disciplinary options to seclusion amp restraint
- Slide 27
- Crisis Prevention Crisis Intervention Crisis De-escalation
- Slide 29
- De-escalation techniques
- Behavior Intervention Plan vs Crisis
- Student and Staff Debriefing
- Slide 33
- Safe and Effective Use of Seclusion amp Restraint
- Slide 35
- For More Information hellip
- Slide 37
- Prevention is Key
- Positive Behavior Interventions and Supports (PBIS)
- Slide 40
- Slide 41
- Slide 42
- Examples of Data Decision Making
- Slide 44
- Continuum of Assessment and Support
- Slide 46
- Slide 47
- The Problem-solving Process
- Slide 49
- Requirements for Supplemental Interventions
- Slide 51
- Slide 52
- The research says to hellip
- Slide 54
- DE Contacts
- Thanks
-
Additional Mandatory Minimum Procedures [1037]
The rules are mandatory but an agency may adopt additional policies and procedures
Required procedures includeUse of restraint and confinementTraining on restraint and confinementParent notificationDocumentation
Definition of Physical Restraint
The application of physical force by 1 or more individuals that reduces or restricts another individualrsquos ability to move his or her arms legs or head freely This does not include the temporary holding of an individual to assist with participation in activities of daily living (ADLs) without the risk of physical harm to an individual
Welfare League of America (2002)
Use of Seclusion and Restraint
Shall not be used as ldquodiscipline for minor infractionsrdquo
May ldquoonly be used if other disciplinary techniques have been attemptedrdquo if reasonable
Note need not use alternatives if not reasonable
Period of restraint shall be reasonable and necessary in duration
Restraint Additional Provisions [1038]
No employee shall use prone restraint Defined ldquoheld face downrdquo If used in an emergency staff must take
immediate steps to end the prone restraintNo employee shall use any restraint that
obstructs a childrsquos airwayIf a child signs or uses an augmentative mode of
communication the child must be allowed to have hands free to communicate unless harm appears likely to result
Remember this rule does not alter any immunity from lawsuit granted by statute
Notice to Parents [1037]
bull Notice to parents annuallyndash of these rulesndash of any additional policy and procedure
bull Attempt to notify parents on the day of an instance of restraint or confinement amp detention
bull Provide a written copy of documentation to parentsndash postmarked within three days of instance
ndash parents may elect to receive documents by e-mail or fax
Documentation Required [1037]
bull Schools shall maintain documentation for each instance of restraint or confinement
bull Purposes of documentation requirement Accurate record of each instance Required notice to parents Use for decision making (student
classroom building district)
Documentation Contents
bull Name of student involved
bull Name of employees involved including the administrator authorizing any additional period of confinement
bull Date
bull Time
bull Duration
Documentation Contents
bull Actions of student before during and after incident
bull Actions of employees before during and after incident (including student and staff debriefing)
bull Alternatives to restraint or confinement attempted (if any)
bull A description of injuries (to student or others) and property damage
bull A description of future approaches to studentsrsquo behavior (ie meet to revise IEP)
Additional Policies and Procedures
Does your district AEA or accredited nonpublic school have additional policies or procedures
If so you are required to follow them
Disciplinary options to seclusion amp restraint
Why should schools care about options to seclusion and restraint
A range of options increase the effectiveness of responses to unacceptable behavior
Using seclusion or restraint when other options would work decreases the effectiveness of seclusion and restraint
By rule seclusion and restraint shall not be used as ldquodiscipline for minor infractionsrdquo Iowa Admin Code r 281-1037 para 1
Disciplinary options to seclusion amp restraint
Options include hellip Redirection Offering choices Time-out at the studentrsquos desk Time-out in a location in the classroom
The options employed should match the function of the childrsquos behavior (avoidance attention etc) and should address both prevention and consequences
Crisis Prevention Crisis Intervention Crisis De-escalationIf a crisis is avoided all benefit
What is a crisis If safety is an issue you are probably in a crisis
A calm approach to a crisis with an opportunity for a student to take an alternative action is the foundation for avoiding resolving or terminating a crisis
Crisis Prevention Crisis Intervention Crisis De-escalation
bull Maintain a calm voice and demeanor
bull Provide clear guidelines for the child
bull If the child has a behavior plan follow it
bull Provide a more attractive alternative option for the child to choose
bull Above all remember your safety the childrsquos safety and the safety of others
De-escalation techniques
Examples includebull Talking in a calm voicebull Adults moving in slow movements
providing minimal startles to individualbull Offering choicesbull Providing clear guidelinesbull Removing stressorsbull Providing calming items or activities
Behavior Intervention Plan vs Crisis
If child has a Behavior Intervention Plan for this situation follow the plan
The plan should be matched to the function of behavior and would be the appropriate response to an expected crisis condition
If the child does not have a Behavior Intervention Plan for this situation it is most likely because it is a new situation a student who is not ldquopronerdquo to this type of situation or the adults available are unaware
FOLLOW DE-ESCALATION PROCEDURES
Student and Staff Debriefing
bull ldquoDebriefrdquo is defined by the American Heritage Dictionary (4th ed 2000) as follows ldquoTo question to obtain knowledge or intelligence gathered especially on a military missionrdquo
bull The rules use this word in its broadest possible meaning
bull Purpose to gather useful information
Student and Staff DebriefingSome information that might be useful
What happenedDo you understand why it happenedWhy did you do what you didWhat could you have done insteadWhat could you do if there is a ldquonext timerdquoHow can we help you if there is a ldquonext timerdquoHow can we help you so there will not be a ldquonext
timerdquo
Safe and Effective Use of Seclusion amp Restraint
bull Remember safety firstbull Your safetybull The safety of the student and othersbull Certain things to remember
ndash The studentrsquos condition (age physical condition presence of weapon)
ndash Control of the student (immobilization of the student but only to the extent necessary)
ndash Protection of the student (avoid actions that threaten the studentrsquos health or safety)
Safe and Effective Use of Seclusion amp Restraint
Effective use
What are the purposes of seclusion and restraint
Does the use of seclusion and restraint in a particular case advance one of those purposes
Is seclusion and restraint used only when necessary
For More Information hellip
Feel free to contact
o your districtrsquos director of special education
o your AEA
o the Iowa Department of Education
Prevention is Key
PBIS is a broad range of systemic and individualized strategies for achieving important social and learning outcomes while preventing problem behavior
Contributed by OSEP Center on PBIS
What does the research say about PBIS
PBIS has been shown to increase preferred behaviors increase student time spent in instruction decrease office referrals and decrease suspensions
Lohrmann et al (2008)
helliphellip reliance on exclusionary and punishment-centered disciplinary practices without pro-active supports has been shown to increase problem behavior
Mayer (1995)
Positive Behavior Interventions and Supports (PBIS)
school and classroom-wide systems for all students staff and settings
specialized groupsystems for at-risk students
individualizedsystems for high-risk students
80 of
Students
15
5
CONTINUUM OF SCHOOL-WIDE BEHAVIOR SUPPORT
Tertiary Prevention
Secondary Prevention
Primary Prevention
Teaching Matrix
SETTING
All Settings Hallways Playgrounds CafeteriaLibrary
Computer Lab
Assembly Bus
Respect Ourselves
Be on taskGive your best effort
Be prepared
Walk Have a plan
Eat all your food
Select healthy foods
Study read compute
Sit in one spotWatch for your
stop
Respect Others
Be kindHandsfeet to
selfHelpshare with others
Use normal voice volumeWalk to right
Play safeInclude others
Share equipment
Practice good table manners
WhisperReturn books
ListenwatchUse appropriate
applause
Use a quiet voice
Stay in your seat
Respect Property
RecycleClean up after self
Pick up litterMaintain physical space
Use equipment properly
Put litter in garbage can
Replace trays amp utensilsClean up
eating area3
Push in chairs
Treat books carefully
Pick upTreat chairs
appropriately
Wipe your feetSit
appropriately
1 SOCIAL SKILL
3BEHAVIOREXAMPLES
2 NATU
RAL
CO
NTEXT
Positive Behavior Interventions and Supports (PBIS)
Positive relationships and positive interactions increase the likelihood of appropriate (positive) student responses
Teaching positively stated expectations (ldquodohelliprdquo) not negative (ldquodo notrdquo)
Defining clear equitable predictable consequences for meeting expectations
Defining clear equitable predictable consequences for not meeting expectations
Focus on teaching acceptable replacement behaviors
Examples of Data Decision Making
bull 1048700 Office Discipline Referrals
bull How many does it take before further action
bull What is the action
bull 1048700 Attendance
bull 1048700 Assignments
bull 1048700 Grades
How many does it take before
further action
What is the action
Using Data
bull School-Widendash Whatrsquos happeningndash Are we meeting our goalsndash Are we doing what we said we would
bull Individual Studentsndash Whatrsquos happeningndash What do we do nextndash Are we doing what we said we would
Assessment of systems
Continuum of Assessment and Support
Universal interventions
Specialized group interventions
Specialized individual intervention
Specialized individual intervention
Functional analysis
Functional Behavioral
assessment
Simple functional assessment
(Crone Horner 2003)
1 - 2
3 ndash 7
5 ndash 15
80 -85
Supplemental
Supplemental Supports
bull For those students who exhibit difficulties despite proactive school-wide prevention efforts
bull Likely to be students with both academic amp behavioral challenges
bull Approximately 10 of school population
The Problem-solving Process
1 Define the problem What is the problem and why is it happening
4 Evaluate Did our plan work
2 Develop a plan What are we going to do
3Implement the plan Carry out the intervention
Conduct Brief Functional Assessment
Is the behavior maintained by escape
from social interaction
Is the behavior related to lack of academic skills
Is the behavior maintained by peer
attention
Escape Motivated BEP
Reduce adult interaction
Use escape as a reinforcer
BEP + Academic Support
Increase academic support
Peer Motivated BEP
Allow student to earn reinforcers to share with peers
Horner Hawken Marsh
Requirements for Supplemental Interventions
Targeted individualized or small group interventions
bull 1048698 based on functional behavioral assessment information
bull 1048698 social skills instruction
bull 1048698 behavioral programming
Multiple opportunities forhigh rates of academic
success
Daily behavioral monitoring -Self andor adult
Regular frequentopportunities for positive reinforcement
Home-school connection
Critical Features of Supplemental Interventions
bull 1048700 Intervention is continuously available
bull 1048700 Rapid access to intervention (less than a week)
bull 1048700 Very low effort by teachers
bull 1048700 Positive system of support
bull 1048700 Implemented by all stafffaculty in a school
bull 1048700 Flexible intervention based on assessment (FBA)
bull 1048700 Consistent with school-wide expectations
bull 1048700 Adequate resources (admin team)
bull 1048700 Weekly meetings
bull 1048700 Student chooses to participate
bull 1048700 Continuous monitoring for decision-making
Rememberhellip
Without school-wide prevention
we cannot reliably identify
targeted-level students
The research says to hellip
bull Create systems-based preventive continuum of behavior support
bull Focus on adult behavior
bull Utilize data based decisions
bull Give priority to academic success
bull Invest in evidence-based practices
bull Teach amp acknowledge behavioral expectations
bull Work from a person-centered function-based approach
DE Contacts
Challenging Behaviors
Barb Rankin (515) 281 5447 barbrankiniowagov
Positive Behavior Supports (PBIS)
Susan Bruce (515) 281 3943 susanbruceiowagov
Thanks
Again thank you for your work on behalf of Iowarsquos children and families
Please feel free to contact the Iowa Department of Education or your trainer if you require further information
wwwiowagoveducate
- Amended Administrative Rules on Corporal Punishment Restraint and Physical Confinement and Detention
- Amended Rules
- Training Requirement
- Training Subjects
- Chapter 103rsquos Purpose [1031]
- Ban on Corporal Punishment [1032]
- What Corporal Punishment Is Not [1033]
- Material Restraints [1033]
- Exceptions amp Privileges [1034]
- Slide 10
- What is ldquoreasonable forcerdquo [1035]
- Slide 12
- Physical Confinement amp Detention [1036]
- Slide 14
- Slide 15
- Slide 16
- Additional Mandatory Minimum Procedures [1037]
- Definition of Physical Restraint
- Use of Seclusion and Restraint
- Restraint Additional Provisions [1038]
- Notice to Parents [1037]
- Documentation Required [1037]
- Documentation Contents
- Slide 24
- Additional Policies and Procedures
- Disciplinary options to seclusion amp restraint
- Slide 27
- Crisis Prevention Crisis Intervention Crisis De-escalation
- Slide 29
- De-escalation techniques
- Behavior Intervention Plan vs Crisis
- Student and Staff Debriefing
- Slide 33
- Safe and Effective Use of Seclusion amp Restraint
- Slide 35
- For More Information hellip
- Slide 37
- Prevention is Key
- Positive Behavior Interventions and Supports (PBIS)
- Slide 40
- Slide 41
- Slide 42
- Examples of Data Decision Making
- Slide 44
- Continuum of Assessment and Support
- Slide 46
- Slide 47
- The Problem-solving Process
- Slide 49
- Requirements for Supplemental Interventions
- Slide 51
- Slide 52
- The research says to hellip
- Slide 54
- DE Contacts
- Thanks
-
Definition of Physical Restraint
The application of physical force by 1 or more individuals that reduces or restricts another individualrsquos ability to move his or her arms legs or head freely This does not include the temporary holding of an individual to assist with participation in activities of daily living (ADLs) without the risk of physical harm to an individual
Welfare League of America (2002)
Use of Seclusion and Restraint
Shall not be used as ldquodiscipline for minor infractionsrdquo
May ldquoonly be used if other disciplinary techniques have been attemptedrdquo if reasonable
Note need not use alternatives if not reasonable
Period of restraint shall be reasonable and necessary in duration
Restraint Additional Provisions [1038]
No employee shall use prone restraint Defined ldquoheld face downrdquo If used in an emergency staff must take
immediate steps to end the prone restraintNo employee shall use any restraint that
obstructs a childrsquos airwayIf a child signs or uses an augmentative mode of
communication the child must be allowed to have hands free to communicate unless harm appears likely to result
Remember this rule does not alter any immunity from lawsuit granted by statute
Notice to Parents [1037]
bull Notice to parents annuallyndash of these rulesndash of any additional policy and procedure
bull Attempt to notify parents on the day of an instance of restraint or confinement amp detention
bull Provide a written copy of documentation to parentsndash postmarked within three days of instance
ndash parents may elect to receive documents by e-mail or fax
Documentation Required [1037]
bull Schools shall maintain documentation for each instance of restraint or confinement
bull Purposes of documentation requirement Accurate record of each instance Required notice to parents Use for decision making (student
classroom building district)
Documentation Contents
bull Name of student involved
bull Name of employees involved including the administrator authorizing any additional period of confinement
bull Date
bull Time
bull Duration
Documentation Contents
bull Actions of student before during and after incident
bull Actions of employees before during and after incident (including student and staff debriefing)
bull Alternatives to restraint or confinement attempted (if any)
bull A description of injuries (to student or others) and property damage
bull A description of future approaches to studentsrsquo behavior (ie meet to revise IEP)
Additional Policies and Procedures
Does your district AEA or accredited nonpublic school have additional policies or procedures
If so you are required to follow them
Disciplinary options to seclusion amp restraint
Why should schools care about options to seclusion and restraint
A range of options increase the effectiveness of responses to unacceptable behavior
Using seclusion or restraint when other options would work decreases the effectiveness of seclusion and restraint
By rule seclusion and restraint shall not be used as ldquodiscipline for minor infractionsrdquo Iowa Admin Code r 281-1037 para 1
Disciplinary options to seclusion amp restraint
Options include hellip Redirection Offering choices Time-out at the studentrsquos desk Time-out in a location in the classroom
The options employed should match the function of the childrsquos behavior (avoidance attention etc) and should address both prevention and consequences
Crisis Prevention Crisis Intervention Crisis De-escalationIf a crisis is avoided all benefit
What is a crisis If safety is an issue you are probably in a crisis
A calm approach to a crisis with an opportunity for a student to take an alternative action is the foundation for avoiding resolving or terminating a crisis
Crisis Prevention Crisis Intervention Crisis De-escalation
bull Maintain a calm voice and demeanor
bull Provide clear guidelines for the child
bull If the child has a behavior plan follow it
bull Provide a more attractive alternative option for the child to choose
bull Above all remember your safety the childrsquos safety and the safety of others
De-escalation techniques
Examples includebull Talking in a calm voicebull Adults moving in slow movements
providing minimal startles to individualbull Offering choicesbull Providing clear guidelinesbull Removing stressorsbull Providing calming items or activities
Behavior Intervention Plan vs Crisis
If child has a Behavior Intervention Plan for this situation follow the plan
The plan should be matched to the function of behavior and would be the appropriate response to an expected crisis condition
If the child does not have a Behavior Intervention Plan for this situation it is most likely because it is a new situation a student who is not ldquopronerdquo to this type of situation or the adults available are unaware
FOLLOW DE-ESCALATION PROCEDURES
Student and Staff Debriefing
bull ldquoDebriefrdquo is defined by the American Heritage Dictionary (4th ed 2000) as follows ldquoTo question to obtain knowledge or intelligence gathered especially on a military missionrdquo
bull The rules use this word in its broadest possible meaning
bull Purpose to gather useful information
Student and Staff DebriefingSome information that might be useful
What happenedDo you understand why it happenedWhy did you do what you didWhat could you have done insteadWhat could you do if there is a ldquonext timerdquoHow can we help you if there is a ldquonext timerdquoHow can we help you so there will not be a ldquonext
timerdquo
Safe and Effective Use of Seclusion amp Restraint
bull Remember safety firstbull Your safetybull The safety of the student and othersbull Certain things to remember
ndash The studentrsquos condition (age physical condition presence of weapon)
ndash Control of the student (immobilization of the student but only to the extent necessary)
ndash Protection of the student (avoid actions that threaten the studentrsquos health or safety)
Safe and Effective Use of Seclusion amp Restraint
Effective use
What are the purposes of seclusion and restraint
Does the use of seclusion and restraint in a particular case advance one of those purposes
Is seclusion and restraint used only when necessary
For More Information hellip
Feel free to contact
o your districtrsquos director of special education
o your AEA
o the Iowa Department of Education
Prevention is Key
PBIS is a broad range of systemic and individualized strategies for achieving important social and learning outcomes while preventing problem behavior
Contributed by OSEP Center on PBIS
What does the research say about PBIS
PBIS has been shown to increase preferred behaviors increase student time spent in instruction decrease office referrals and decrease suspensions
Lohrmann et al (2008)
helliphellip reliance on exclusionary and punishment-centered disciplinary practices without pro-active supports has been shown to increase problem behavior
Mayer (1995)
Positive Behavior Interventions and Supports (PBIS)
school and classroom-wide systems for all students staff and settings
specialized groupsystems for at-risk students
individualizedsystems for high-risk students
80 of
Students
15
5
CONTINUUM OF SCHOOL-WIDE BEHAVIOR SUPPORT
Tertiary Prevention
Secondary Prevention
Primary Prevention
Teaching Matrix
SETTING
All Settings Hallways Playgrounds CafeteriaLibrary
Computer Lab
Assembly Bus
Respect Ourselves
Be on taskGive your best effort
Be prepared
Walk Have a plan
Eat all your food
Select healthy foods
Study read compute
Sit in one spotWatch for your
stop
Respect Others
Be kindHandsfeet to
selfHelpshare with others
Use normal voice volumeWalk to right
Play safeInclude others
Share equipment
Practice good table manners
WhisperReturn books
ListenwatchUse appropriate
applause
Use a quiet voice
Stay in your seat
Respect Property
RecycleClean up after self
Pick up litterMaintain physical space
Use equipment properly
Put litter in garbage can
Replace trays amp utensilsClean up
eating area3
Push in chairs
Treat books carefully
Pick upTreat chairs
appropriately
Wipe your feetSit
appropriately
1 SOCIAL SKILL
3BEHAVIOREXAMPLES
2 NATU
RAL
CO
NTEXT
Positive Behavior Interventions and Supports (PBIS)
Positive relationships and positive interactions increase the likelihood of appropriate (positive) student responses
Teaching positively stated expectations (ldquodohelliprdquo) not negative (ldquodo notrdquo)
Defining clear equitable predictable consequences for meeting expectations
Defining clear equitable predictable consequences for not meeting expectations
Focus on teaching acceptable replacement behaviors
Examples of Data Decision Making
bull 1048700 Office Discipline Referrals
bull How many does it take before further action
bull What is the action
bull 1048700 Attendance
bull 1048700 Assignments
bull 1048700 Grades
How many does it take before
further action
What is the action
Using Data
bull School-Widendash Whatrsquos happeningndash Are we meeting our goalsndash Are we doing what we said we would
bull Individual Studentsndash Whatrsquos happeningndash What do we do nextndash Are we doing what we said we would
Assessment of systems
Continuum of Assessment and Support
Universal interventions
Specialized group interventions
Specialized individual intervention
Specialized individual intervention
Functional analysis
Functional Behavioral
assessment
Simple functional assessment
(Crone Horner 2003)
1 - 2
3 ndash 7
5 ndash 15
80 -85
Supplemental
Supplemental Supports
bull For those students who exhibit difficulties despite proactive school-wide prevention efforts
bull Likely to be students with both academic amp behavioral challenges
bull Approximately 10 of school population
The Problem-solving Process
1 Define the problem What is the problem and why is it happening
4 Evaluate Did our plan work
2 Develop a plan What are we going to do
3Implement the plan Carry out the intervention
Conduct Brief Functional Assessment
Is the behavior maintained by escape
from social interaction
Is the behavior related to lack of academic skills
Is the behavior maintained by peer
attention
Escape Motivated BEP
Reduce adult interaction
Use escape as a reinforcer
BEP + Academic Support
Increase academic support
Peer Motivated BEP
Allow student to earn reinforcers to share with peers
Horner Hawken Marsh
Requirements for Supplemental Interventions
Targeted individualized or small group interventions
bull 1048698 based on functional behavioral assessment information
bull 1048698 social skills instruction
bull 1048698 behavioral programming
Multiple opportunities forhigh rates of academic
success
Daily behavioral monitoring -Self andor adult
Regular frequentopportunities for positive reinforcement
Home-school connection
Critical Features of Supplemental Interventions
bull 1048700 Intervention is continuously available
bull 1048700 Rapid access to intervention (less than a week)
bull 1048700 Very low effort by teachers
bull 1048700 Positive system of support
bull 1048700 Implemented by all stafffaculty in a school
bull 1048700 Flexible intervention based on assessment (FBA)
bull 1048700 Consistent with school-wide expectations
bull 1048700 Adequate resources (admin team)
bull 1048700 Weekly meetings
bull 1048700 Student chooses to participate
bull 1048700 Continuous monitoring for decision-making
Rememberhellip
Without school-wide prevention
we cannot reliably identify
targeted-level students
The research says to hellip
bull Create systems-based preventive continuum of behavior support
bull Focus on adult behavior
bull Utilize data based decisions
bull Give priority to academic success
bull Invest in evidence-based practices
bull Teach amp acknowledge behavioral expectations
bull Work from a person-centered function-based approach
DE Contacts
Challenging Behaviors
Barb Rankin (515) 281 5447 barbrankiniowagov
Positive Behavior Supports (PBIS)
Susan Bruce (515) 281 3943 susanbruceiowagov
Thanks
Again thank you for your work on behalf of Iowarsquos children and families
Please feel free to contact the Iowa Department of Education or your trainer if you require further information
wwwiowagoveducate
- Amended Administrative Rules on Corporal Punishment Restraint and Physical Confinement and Detention
- Amended Rules
- Training Requirement
- Training Subjects
- Chapter 103rsquos Purpose [1031]
- Ban on Corporal Punishment [1032]
- What Corporal Punishment Is Not [1033]
- Material Restraints [1033]
- Exceptions amp Privileges [1034]
- Slide 10
- What is ldquoreasonable forcerdquo [1035]
- Slide 12
- Physical Confinement amp Detention [1036]
- Slide 14
- Slide 15
- Slide 16
- Additional Mandatory Minimum Procedures [1037]
- Definition of Physical Restraint
- Use of Seclusion and Restraint
- Restraint Additional Provisions [1038]
- Notice to Parents [1037]
- Documentation Required [1037]
- Documentation Contents
- Slide 24
- Additional Policies and Procedures
- Disciplinary options to seclusion amp restraint
- Slide 27
- Crisis Prevention Crisis Intervention Crisis De-escalation
- Slide 29
- De-escalation techniques
- Behavior Intervention Plan vs Crisis
- Student and Staff Debriefing
- Slide 33
- Safe and Effective Use of Seclusion amp Restraint
- Slide 35
- For More Information hellip
- Slide 37
- Prevention is Key
- Positive Behavior Interventions and Supports (PBIS)
- Slide 40
- Slide 41
- Slide 42
- Examples of Data Decision Making
- Slide 44
- Continuum of Assessment and Support
- Slide 46
- Slide 47
- The Problem-solving Process
- Slide 49
- Requirements for Supplemental Interventions
- Slide 51
- Slide 52
- The research says to hellip
- Slide 54
- DE Contacts
- Thanks
-
Use of Seclusion and Restraint
Shall not be used as ldquodiscipline for minor infractionsrdquo
May ldquoonly be used if other disciplinary techniques have been attemptedrdquo if reasonable
Note need not use alternatives if not reasonable
Period of restraint shall be reasonable and necessary in duration
Restraint Additional Provisions [1038]
No employee shall use prone restraint Defined ldquoheld face downrdquo If used in an emergency staff must take
immediate steps to end the prone restraintNo employee shall use any restraint that
obstructs a childrsquos airwayIf a child signs or uses an augmentative mode of
communication the child must be allowed to have hands free to communicate unless harm appears likely to result
Remember this rule does not alter any immunity from lawsuit granted by statute
Notice to Parents [1037]
bull Notice to parents annuallyndash of these rulesndash of any additional policy and procedure
bull Attempt to notify parents on the day of an instance of restraint or confinement amp detention
bull Provide a written copy of documentation to parentsndash postmarked within three days of instance
ndash parents may elect to receive documents by e-mail or fax
Documentation Required [1037]
bull Schools shall maintain documentation for each instance of restraint or confinement
bull Purposes of documentation requirement Accurate record of each instance Required notice to parents Use for decision making (student
classroom building district)
Documentation Contents
bull Name of student involved
bull Name of employees involved including the administrator authorizing any additional period of confinement
bull Date
bull Time
bull Duration
Documentation Contents
bull Actions of student before during and after incident
bull Actions of employees before during and after incident (including student and staff debriefing)
bull Alternatives to restraint or confinement attempted (if any)
bull A description of injuries (to student or others) and property damage
bull A description of future approaches to studentsrsquo behavior (ie meet to revise IEP)
Additional Policies and Procedures
Does your district AEA or accredited nonpublic school have additional policies or procedures
If so you are required to follow them
Disciplinary options to seclusion amp restraint
Why should schools care about options to seclusion and restraint
A range of options increase the effectiveness of responses to unacceptable behavior
Using seclusion or restraint when other options would work decreases the effectiveness of seclusion and restraint
By rule seclusion and restraint shall not be used as ldquodiscipline for minor infractionsrdquo Iowa Admin Code r 281-1037 para 1
Disciplinary options to seclusion amp restraint
Options include hellip Redirection Offering choices Time-out at the studentrsquos desk Time-out in a location in the classroom
The options employed should match the function of the childrsquos behavior (avoidance attention etc) and should address both prevention and consequences
Crisis Prevention Crisis Intervention Crisis De-escalationIf a crisis is avoided all benefit
What is a crisis If safety is an issue you are probably in a crisis
A calm approach to a crisis with an opportunity for a student to take an alternative action is the foundation for avoiding resolving or terminating a crisis
Crisis Prevention Crisis Intervention Crisis De-escalation
bull Maintain a calm voice and demeanor
bull Provide clear guidelines for the child
bull If the child has a behavior plan follow it
bull Provide a more attractive alternative option for the child to choose
bull Above all remember your safety the childrsquos safety and the safety of others
De-escalation techniques
Examples includebull Talking in a calm voicebull Adults moving in slow movements
providing minimal startles to individualbull Offering choicesbull Providing clear guidelinesbull Removing stressorsbull Providing calming items or activities
Behavior Intervention Plan vs Crisis
If child has a Behavior Intervention Plan for this situation follow the plan
The plan should be matched to the function of behavior and would be the appropriate response to an expected crisis condition
If the child does not have a Behavior Intervention Plan for this situation it is most likely because it is a new situation a student who is not ldquopronerdquo to this type of situation or the adults available are unaware
FOLLOW DE-ESCALATION PROCEDURES
Student and Staff Debriefing
bull ldquoDebriefrdquo is defined by the American Heritage Dictionary (4th ed 2000) as follows ldquoTo question to obtain knowledge or intelligence gathered especially on a military missionrdquo
bull The rules use this word in its broadest possible meaning
bull Purpose to gather useful information
Student and Staff DebriefingSome information that might be useful
What happenedDo you understand why it happenedWhy did you do what you didWhat could you have done insteadWhat could you do if there is a ldquonext timerdquoHow can we help you if there is a ldquonext timerdquoHow can we help you so there will not be a ldquonext
timerdquo
Safe and Effective Use of Seclusion amp Restraint
bull Remember safety firstbull Your safetybull The safety of the student and othersbull Certain things to remember
ndash The studentrsquos condition (age physical condition presence of weapon)
ndash Control of the student (immobilization of the student but only to the extent necessary)
ndash Protection of the student (avoid actions that threaten the studentrsquos health or safety)
Safe and Effective Use of Seclusion amp Restraint
Effective use
What are the purposes of seclusion and restraint
Does the use of seclusion and restraint in a particular case advance one of those purposes
Is seclusion and restraint used only when necessary
For More Information hellip
Feel free to contact
o your districtrsquos director of special education
o your AEA
o the Iowa Department of Education
Prevention is Key
PBIS is a broad range of systemic and individualized strategies for achieving important social and learning outcomes while preventing problem behavior
Contributed by OSEP Center on PBIS
What does the research say about PBIS
PBIS has been shown to increase preferred behaviors increase student time spent in instruction decrease office referrals and decrease suspensions
Lohrmann et al (2008)
helliphellip reliance on exclusionary and punishment-centered disciplinary practices without pro-active supports has been shown to increase problem behavior
Mayer (1995)
Positive Behavior Interventions and Supports (PBIS)
school and classroom-wide systems for all students staff and settings
specialized groupsystems for at-risk students
individualizedsystems for high-risk students
80 of
Students
15
5
CONTINUUM OF SCHOOL-WIDE BEHAVIOR SUPPORT
Tertiary Prevention
Secondary Prevention
Primary Prevention
Teaching Matrix
SETTING
All Settings Hallways Playgrounds CafeteriaLibrary
Computer Lab
Assembly Bus
Respect Ourselves
Be on taskGive your best effort
Be prepared
Walk Have a plan
Eat all your food
Select healthy foods
Study read compute
Sit in one spotWatch for your
stop
Respect Others
Be kindHandsfeet to
selfHelpshare with others
Use normal voice volumeWalk to right
Play safeInclude others
Share equipment
Practice good table manners
WhisperReturn books
ListenwatchUse appropriate
applause
Use a quiet voice
Stay in your seat
Respect Property
RecycleClean up after self
Pick up litterMaintain physical space
Use equipment properly
Put litter in garbage can
Replace trays amp utensilsClean up
eating area3
Push in chairs
Treat books carefully
Pick upTreat chairs
appropriately
Wipe your feetSit
appropriately
1 SOCIAL SKILL
3BEHAVIOREXAMPLES
2 NATU
RAL
CO
NTEXT
Positive Behavior Interventions and Supports (PBIS)
Positive relationships and positive interactions increase the likelihood of appropriate (positive) student responses
Teaching positively stated expectations (ldquodohelliprdquo) not negative (ldquodo notrdquo)
Defining clear equitable predictable consequences for meeting expectations
Defining clear equitable predictable consequences for not meeting expectations
Focus on teaching acceptable replacement behaviors
Examples of Data Decision Making
bull 1048700 Office Discipline Referrals
bull How many does it take before further action
bull What is the action
bull 1048700 Attendance
bull 1048700 Assignments
bull 1048700 Grades
How many does it take before
further action
What is the action
Using Data
bull School-Widendash Whatrsquos happeningndash Are we meeting our goalsndash Are we doing what we said we would
bull Individual Studentsndash Whatrsquos happeningndash What do we do nextndash Are we doing what we said we would
Assessment of systems
Continuum of Assessment and Support
Universal interventions
Specialized group interventions
Specialized individual intervention
Specialized individual intervention
Functional analysis
Functional Behavioral
assessment
Simple functional assessment
(Crone Horner 2003)
1 - 2
3 ndash 7
5 ndash 15
80 -85
Supplemental
Supplemental Supports
bull For those students who exhibit difficulties despite proactive school-wide prevention efforts
bull Likely to be students with both academic amp behavioral challenges
bull Approximately 10 of school population
The Problem-solving Process
1 Define the problem What is the problem and why is it happening
4 Evaluate Did our plan work
2 Develop a plan What are we going to do
3Implement the plan Carry out the intervention
Conduct Brief Functional Assessment
Is the behavior maintained by escape
from social interaction
Is the behavior related to lack of academic skills
Is the behavior maintained by peer
attention
Escape Motivated BEP
Reduce adult interaction
Use escape as a reinforcer
BEP + Academic Support
Increase academic support
Peer Motivated BEP
Allow student to earn reinforcers to share with peers
Horner Hawken Marsh
Requirements for Supplemental Interventions
Targeted individualized or small group interventions
bull 1048698 based on functional behavioral assessment information
bull 1048698 social skills instruction
bull 1048698 behavioral programming
Multiple opportunities forhigh rates of academic
success
Daily behavioral monitoring -Self andor adult
Regular frequentopportunities for positive reinforcement
Home-school connection
Critical Features of Supplemental Interventions
bull 1048700 Intervention is continuously available
bull 1048700 Rapid access to intervention (less than a week)
bull 1048700 Very low effort by teachers
bull 1048700 Positive system of support
bull 1048700 Implemented by all stafffaculty in a school
bull 1048700 Flexible intervention based on assessment (FBA)
bull 1048700 Consistent with school-wide expectations
bull 1048700 Adequate resources (admin team)
bull 1048700 Weekly meetings
bull 1048700 Student chooses to participate
bull 1048700 Continuous monitoring for decision-making
Rememberhellip
Without school-wide prevention
we cannot reliably identify
targeted-level students
The research says to hellip
bull Create systems-based preventive continuum of behavior support
bull Focus on adult behavior
bull Utilize data based decisions
bull Give priority to academic success
bull Invest in evidence-based practices
bull Teach amp acknowledge behavioral expectations
bull Work from a person-centered function-based approach
DE Contacts
Challenging Behaviors
Barb Rankin (515) 281 5447 barbrankiniowagov
Positive Behavior Supports (PBIS)
Susan Bruce (515) 281 3943 susanbruceiowagov
Thanks
Again thank you for your work on behalf of Iowarsquos children and families
Please feel free to contact the Iowa Department of Education or your trainer if you require further information
wwwiowagoveducate
- Amended Administrative Rules on Corporal Punishment Restraint and Physical Confinement and Detention
- Amended Rules
- Training Requirement
- Training Subjects
- Chapter 103rsquos Purpose [1031]
- Ban on Corporal Punishment [1032]
- What Corporal Punishment Is Not [1033]
- Material Restraints [1033]
- Exceptions amp Privileges [1034]
- Slide 10
- What is ldquoreasonable forcerdquo [1035]
- Slide 12
- Physical Confinement amp Detention [1036]
- Slide 14
- Slide 15
- Slide 16
- Additional Mandatory Minimum Procedures [1037]
- Definition of Physical Restraint
- Use of Seclusion and Restraint
- Restraint Additional Provisions [1038]
- Notice to Parents [1037]
- Documentation Required [1037]
- Documentation Contents
- Slide 24
- Additional Policies and Procedures
- Disciplinary options to seclusion amp restraint
- Slide 27
- Crisis Prevention Crisis Intervention Crisis De-escalation
- Slide 29
- De-escalation techniques
- Behavior Intervention Plan vs Crisis
- Student and Staff Debriefing
- Slide 33
- Safe and Effective Use of Seclusion amp Restraint
- Slide 35
- For More Information hellip
- Slide 37
- Prevention is Key
- Positive Behavior Interventions and Supports (PBIS)
- Slide 40
- Slide 41
- Slide 42
- Examples of Data Decision Making
- Slide 44
- Continuum of Assessment and Support
- Slide 46
- Slide 47
- The Problem-solving Process
- Slide 49
- Requirements for Supplemental Interventions
- Slide 51
- Slide 52
- The research says to hellip
- Slide 54
- DE Contacts
- Thanks
-
Restraint Additional Provisions [1038]
No employee shall use prone restraint Defined ldquoheld face downrdquo If used in an emergency staff must take
immediate steps to end the prone restraintNo employee shall use any restraint that
obstructs a childrsquos airwayIf a child signs or uses an augmentative mode of
communication the child must be allowed to have hands free to communicate unless harm appears likely to result
Remember this rule does not alter any immunity from lawsuit granted by statute
Notice to Parents [1037]
bull Notice to parents annuallyndash of these rulesndash of any additional policy and procedure
bull Attempt to notify parents on the day of an instance of restraint or confinement amp detention
bull Provide a written copy of documentation to parentsndash postmarked within three days of instance
ndash parents may elect to receive documents by e-mail or fax
Documentation Required [1037]
bull Schools shall maintain documentation for each instance of restraint or confinement
bull Purposes of documentation requirement Accurate record of each instance Required notice to parents Use for decision making (student
classroom building district)
Documentation Contents
bull Name of student involved
bull Name of employees involved including the administrator authorizing any additional period of confinement
bull Date
bull Time
bull Duration
Documentation Contents
bull Actions of student before during and after incident
bull Actions of employees before during and after incident (including student and staff debriefing)
bull Alternatives to restraint or confinement attempted (if any)
bull A description of injuries (to student or others) and property damage
bull A description of future approaches to studentsrsquo behavior (ie meet to revise IEP)
Additional Policies and Procedures
Does your district AEA or accredited nonpublic school have additional policies or procedures
If so you are required to follow them
Disciplinary options to seclusion amp restraint
Why should schools care about options to seclusion and restraint
A range of options increase the effectiveness of responses to unacceptable behavior
Using seclusion or restraint when other options would work decreases the effectiveness of seclusion and restraint
By rule seclusion and restraint shall not be used as ldquodiscipline for minor infractionsrdquo Iowa Admin Code r 281-1037 para 1
Disciplinary options to seclusion amp restraint
Options include hellip Redirection Offering choices Time-out at the studentrsquos desk Time-out in a location in the classroom
The options employed should match the function of the childrsquos behavior (avoidance attention etc) and should address both prevention and consequences
Crisis Prevention Crisis Intervention Crisis De-escalationIf a crisis is avoided all benefit
What is a crisis If safety is an issue you are probably in a crisis
A calm approach to a crisis with an opportunity for a student to take an alternative action is the foundation for avoiding resolving or terminating a crisis
Crisis Prevention Crisis Intervention Crisis De-escalation
bull Maintain a calm voice and demeanor
bull Provide clear guidelines for the child
bull If the child has a behavior plan follow it
bull Provide a more attractive alternative option for the child to choose
bull Above all remember your safety the childrsquos safety and the safety of others
De-escalation techniques
Examples includebull Talking in a calm voicebull Adults moving in slow movements
providing minimal startles to individualbull Offering choicesbull Providing clear guidelinesbull Removing stressorsbull Providing calming items or activities
Behavior Intervention Plan vs Crisis
If child has a Behavior Intervention Plan for this situation follow the plan
The plan should be matched to the function of behavior and would be the appropriate response to an expected crisis condition
If the child does not have a Behavior Intervention Plan for this situation it is most likely because it is a new situation a student who is not ldquopronerdquo to this type of situation or the adults available are unaware
FOLLOW DE-ESCALATION PROCEDURES
Student and Staff Debriefing
bull ldquoDebriefrdquo is defined by the American Heritage Dictionary (4th ed 2000) as follows ldquoTo question to obtain knowledge or intelligence gathered especially on a military missionrdquo
bull The rules use this word in its broadest possible meaning
bull Purpose to gather useful information
Student and Staff DebriefingSome information that might be useful
What happenedDo you understand why it happenedWhy did you do what you didWhat could you have done insteadWhat could you do if there is a ldquonext timerdquoHow can we help you if there is a ldquonext timerdquoHow can we help you so there will not be a ldquonext
timerdquo
Safe and Effective Use of Seclusion amp Restraint
bull Remember safety firstbull Your safetybull The safety of the student and othersbull Certain things to remember
ndash The studentrsquos condition (age physical condition presence of weapon)
ndash Control of the student (immobilization of the student but only to the extent necessary)
ndash Protection of the student (avoid actions that threaten the studentrsquos health or safety)
Safe and Effective Use of Seclusion amp Restraint
Effective use
What are the purposes of seclusion and restraint
Does the use of seclusion and restraint in a particular case advance one of those purposes
Is seclusion and restraint used only when necessary
For More Information hellip
Feel free to contact
o your districtrsquos director of special education
o your AEA
o the Iowa Department of Education
Prevention is Key
PBIS is a broad range of systemic and individualized strategies for achieving important social and learning outcomes while preventing problem behavior
Contributed by OSEP Center on PBIS
What does the research say about PBIS
PBIS has been shown to increase preferred behaviors increase student time spent in instruction decrease office referrals and decrease suspensions
Lohrmann et al (2008)
helliphellip reliance on exclusionary and punishment-centered disciplinary practices without pro-active supports has been shown to increase problem behavior
Mayer (1995)
Positive Behavior Interventions and Supports (PBIS)
school and classroom-wide systems for all students staff and settings
specialized groupsystems for at-risk students
individualizedsystems for high-risk students
80 of
Students
15
5
CONTINUUM OF SCHOOL-WIDE BEHAVIOR SUPPORT
Tertiary Prevention
Secondary Prevention
Primary Prevention
Teaching Matrix
SETTING
All Settings Hallways Playgrounds CafeteriaLibrary
Computer Lab
Assembly Bus
Respect Ourselves
Be on taskGive your best effort
Be prepared
Walk Have a plan
Eat all your food
Select healthy foods
Study read compute
Sit in one spotWatch for your
stop
Respect Others
Be kindHandsfeet to
selfHelpshare with others
Use normal voice volumeWalk to right
Play safeInclude others
Share equipment
Practice good table manners
WhisperReturn books
ListenwatchUse appropriate
applause
Use a quiet voice
Stay in your seat
Respect Property
RecycleClean up after self
Pick up litterMaintain physical space
Use equipment properly
Put litter in garbage can
Replace trays amp utensilsClean up
eating area3
Push in chairs
Treat books carefully
Pick upTreat chairs
appropriately
Wipe your feetSit
appropriately
1 SOCIAL SKILL
3BEHAVIOREXAMPLES
2 NATU
RAL
CO
NTEXT
Positive Behavior Interventions and Supports (PBIS)
Positive relationships and positive interactions increase the likelihood of appropriate (positive) student responses
Teaching positively stated expectations (ldquodohelliprdquo) not negative (ldquodo notrdquo)
Defining clear equitable predictable consequences for meeting expectations
Defining clear equitable predictable consequences for not meeting expectations
Focus on teaching acceptable replacement behaviors
Examples of Data Decision Making
bull 1048700 Office Discipline Referrals
bull How many does it take before further action
bull What is the action
bull 1048700 Attendance
bull 1048700 Assignments
bull 1048700 Grades
How many does it take before
further action
What is the action
Using Data
bull School-Widendash Whatrsquos happeningndash Are we meeting our goalsndash Are we doing what we said we would
bull Individual Studentsndash Whatrsquos happeningndash What do we do nextndash Are we doing what we said we would
Assessment of systems
Continuum of Assessment and Support
Universal interventions
Specialized group interventions
Specialized individual intervention
Specialized individual intervention
Functional analysis
Functional Behavioral
assessment
Simple functional assessment
(Crone Horner 2003)
1 - 2
3 ndash 7
5 ndash 15
80 -85
Supplemental
Supplemental Supports
bull For those students who exhibit difficulties despite proactive school-wide prevention efforts
bull Likely to be students with both academic amp behavioral challenges
bull Approximately 10 of school population
The Problem-solving Process
1 Define the problem What is the problem and why is it happening
4 Evaluate Did our plan work
2 Develop a plan What are we going to do
3Implement the plan Carry out the intervention
Conduct Brief Functional Assessment
Is the behavior maintained by escape
from social interaction
Is the behavior related to lack of academic skills
Is the behavior maintained by peer
attention
Escape Motivated BEP
Reduce adult interaction
Use escape as a reinforcer
BEP + Academic Support
Increase academic support
Peer Motivated BEP
Allow student to earn reinforcers to share with peers
Horner Hawken Marsh
Requirements for Supplemental Interventions
Targeted individualized or small group interventions
bull 1048698 based on functional behavioral assessment information
bull 1048698 social skills instruction
bull 1048698 behavioral programming
Multiple opportunities forhigh rates of academic
success
Daily behavioral monitoring -Self andor adult
Regular frequentopportunities for positive reinforcement
Home-school connection
Critical Features of Supplemental Interventions
bull 1048700 Intervention is continuously available
bull 1048700 Rapid access to intervention (less than a week)
bull 1048700 Very low effort by teachers
bull 1048700 Positive system of support
bull 1048700 Implemented by all stafffaculty in a school
bull 1048700 Flexible intervention based on assessment (FBA)
bull 1048700 Consistent with school-wide expectations
bull 1048700 Adequate resources (admin team)
bull 1048700 Weekly meetings
bull 1048700 Student chooses to participate
bull 1048700 Continuous monitoring for decision-making
Rememberhellip
Without school-wide prevention
we cannot reliably identify
targeted-level students
The research says to hellip
bull Create systems-based preventive continuum of behavior support
bull Focus on adult behavior
bull Utilize data based decisions
bull Give priority to academic success
bull Invest in evidence-based practices
bull Teach amp acknowledge behavioral expectations
bull Work from a person-centered function-based approach
DE Contacts
Challenging Behaviors
Barb Rankin (515) 281 5447 barbrankiniowagov
Positive Behavior Supports (PBIS)
Susan Bruce (515) 281 3943 susanbruceiowagov
Thanks
Again thank you for your work on behalf of Iowarsquos children and families
Please feel free to contact the Iowa Department of Education or your trainer if you require further information
wwwiowagoveducate
- Amended Administrative Rules on Corporal Punishment Restraint and Physical Confinement and Detention
- Amended Rules
- Training Requirement
- Training Subjects
- Chapter 103rsquos Purpose [1031]
- Ban on Corporal Punishment [1032]
- What Corporal Punishment Is Not [1033]
- Material Restraints [1033]
- Exceptions amp Privileges [1034]
- Slide 10
- What is ldquoreasonable forcerdquo [1035]
- Slide 12
- Physical Confinement amp Detention [1036]
- Slide 14
- Slide 15
- Slide 16
- Additional Mandatory Minimum Procedures [1037]
- Definition of Physical Restraint
- Use of Seclusion and Restraint
- Restraint Additional Provisions [1038]
- Notice to Parents [1037]
- Documentation Required [1037]
- Documentation Contents
- Slide 24
- Additional Policies and Procedures
- Disciplinary options to seclusion amp restraint
- Slide 27
- Crisis Prevention Crisis Intervention Crisis De-escalation
- Slide 29
- De-escalation techniques
- Behavior Intervention Plan vs Crisis
- Student and Staff Debriefing
- Slide 33
- Safe and Effective Use of Seclusion amp Restraint
- Slide 35
- For More Information hellip
- Slide 37
- Prevention is Key
- Positive Behavior Interventions and Supports (PBIS)
- Slide 40
- Slide 41
- Slide 42
- Examples of Data Decision Making
- Slide 44
- Continuum of Assessment and Support
- Slide 46
- Slide 47
- The Problem-solving Process
- Slide 49
- Requirements for Supplemental Interventions
- Slide 51
- Slide 52
- The research says to hellip
- Slide 54
- DE Contacts
- Thanks
-
Notice to Parents [1037]
bull Notice to parents annuallyndash of these rulesndash of any additional policy and procedure
bull Attempt to notify parents on the day of an instance of restraint or confinement amp detention
bull Provide a written copy of documentation to parentsndash postmarked within three days of instance
ndash parents may elect to receive documents by e-mail or fax
Documentation Required [1037]
bull Schools shall maintain documentation for each instance of restraint or confinement
bull Purposes of documentation requirement Accurate record of each instance Required notice to parents Use for decision making (student
classroom building district)
Documentation Contents
bull Name of student involved
bull Name of employees involved including the administrator authorizing any additional period of confinement
bull Date
bull Time
bull Duration
Documentation Contents
bull Actions of student before during and after incident
bull Actions of employees before during and after incident (including student and staff debriefing)
bull Alternatives to restraint or confinement attempted (if any)
bull A description of injuries (to student or others) and property damage
bull A description of future approaches to studentsrsquo behavior (ie meet to revise IEP)
Additional Policies and Procedures
Does your district AEA or accredited nonpublic school have additional policies or procedures
If so you are required to follow them
Disciplinary options to seclusion amp restraint
Why should schools care about options to seclusion and restraint
A range of options increase the effectiveness of responses to unacceptable behavior
Using seclusion or restraint when other options would work decreases the effectiveness of seclusion and restraint
By rule seclusion and restraint shall not be used as ldquodiscipline for minor infractionsrdquo Iowa Admin Code r 281-1037 para 1
Disciplinary options to seclusion amp restraint
Options include hellip Redirection Offering choices Time-out at the studentrsquos desk Time-out in a location in the classroom
The options employed should match the function of the childrsquos behavior (avoidance attention etc) and should address both prevention and consequences
Crisis Prevention Crisis Intervention Crisis De-escalationIf a crisis is avoided all benefit
What is a crisis If safety is an issue you are probably in a crisis
A calm approach to a crisis with an opportunity for a student to take an alternative action is the foundation for avoiding resolving or terminating a crisis
Crisis Prevention Crisis Intervention Crisis De-escalation
bull Maintain a calm voice and demeanor
bull Provide clear guidelines for the child
bull If the child has a behavior plan follow it
bull Provide a more attractive alternative option for the child to choose
bull Above all remember your safety the childrsquos safety and the safety of others
De-escalation techniques
Examples includebull Talking in a calm voicebull Adults moving in slow movements
providing minimal startles to individualbull Offering choicesbull Providing clear guidelinesbull Removing stressorsbull Providing calming items or activities
Behavior Intervention Plan vs Crisis
If child has a Behavior Intervention Plan for this situation follow the plan
The plan should be matched to the function of behavior and would be the appropriate response to an expected crisis condition
If the child does not have a Behavior Intervention Plan for this situation it is most likely because it is a new situation a student who is not ldquopronerdquo to this type of situation or the adults available are unaware
FOLLOW DE-ESCALATION PROCEDURES
Student and Staff Debriefing
bull ldquoDebriefrdquo is defined by the American Heritage Dictionary (4th ed 2000) as follows ldquoTo question to obtain knowledge or intelligence gathered especially on a military missionrdquo
bull The rules use this word in its broadest possible meaning
bull Purpose to gather useful information
Student and Staff DebriefingSome information that might be useful
What happenedDo you understand why it happenedWhy did you do what you didWhat could you have done insteadWhat could you do if there is a ldquonext timerdquoHow can we help you if there is a ldquonext timerdquoHow can we help you so there will not be a ldquonext
timerdquo
Safe and Effective Use of Seclusion amp Restraint
bull Remember safety firstbull Your safetybull The safety of the student and othersbull Certain things to remember
ndash The studentrsquos condition (age physical condition presence of weapon)
ndash Control of the student (immobilization of the student but only to the extent necessary)
ndash Protection of the student (avoid actions that threaten the studentrsquos health or safety)
Safe and Effective Use of Seclusion amp Restraint
Effective use
What are the purposes of seclusion and restraint
Does the use of seclusion and restraint in a particular case advance one of those purposes
Is seclusion and restraint used only when necessary
For More Information hellip
Feel free to contact
o your districtrsquos director of special education
o your AEA
o the Iowa Department of Education
Prevention is Key
PBIS is a broad range of systemic and individualized strategies for achieving important social and learning outcomes while preventing problem behavior
Contributed by OSEP Center on PBIS
What does the research say about PBIS
PBIS has been shown to increase preferred behaviors increase student time spent in instruction decrease office referrals and decrease suspensions
Lohrmann et al (2008)
helliphellip reliance on exclusionary and punishment-centered disciplinary practices without pro-active supports has been shown to increase problem behavior
Mayer (1995)
Positive Behavior Interventions and Supports (PBIS)
school and classroom-wide systems for all students staff and settings
specialized groupsystems for at-risk students
individualizedsystems for high-risk students
80 of
Students
15
5
CONTINUUM OF SCHOOL-WIDE BEHAVIOR SUPPORT
Tertiary Prevention
Secondary Prevention
Primary Prevention
Teaching Matrix
SETTING
All Settings Hallways Playgrounds CafeteriaLibrary
Computer Lab
Assembly Bus
Respect Ourselves
Be on taskGive your best effort
Be prepared
Walk Have a plan
Eat all your food
Select healthy foods
Study read compute
Sit in one spotWatch for your
stop
Respect Others
Be kindHandsfeet to
selfHelpshare with others
Use normal voice volumeWalk to right
Play safeInclude others
Share equipment
Practice good table manners
WhisperReturn books
ListenwatchUse appropriate
applause
Use a quiet voice
Stay in your seat
Respect Property
RecycleClean up after self
Pick up litterMaintain physical space
Use equipment properly
Put litter in garbage can
Replace trays amp utensilsClean up
eating area3
Push in chairs
Treat books carefully
Pick upTreat chairs
appropriately
Wipe your feetSit
appropriately
1 SOCIAL SKILL
3BEHAVIOREXAMPLES
2 NATU
RAL
CO
NTEXT
Positive Behavior Interventions and Supports (PBIS)
Positive relationships and positive interactions increase the likelihood of appropriate (positive) student responses
Teaching positively stated expectations (ldquodohelliprdquo) not negative (ldquodo notrdquo)
Defining clear equitable predictable consequences for meeting expectations
Defining clear equitable predictable consequences for not meeting expectations
Focus on teaching acceptable replacement behaviors
Examples of Data Decision Making
bull 1048700 Office Discipline Referrals
bull How many does it take before further action
bull What is the action
bull 1048700 Attendance
bull 1048700 Assignments
bull 1048700 Grades
How many does it take before
further action
What is the action
Using Data
bull School-Widendash Whatrsquos happeningndash Are we meeting our goalsndash Are we doing what we said we would
bull Individual Studentsndash Whatrsquos happeningndash What do we do nextndash Are we doing what we said we would
Assessment of systems
Continuum of Assessment and Support
Universal interventions
Specialized group interventions
Specialized individual intervention
Specialized individual intervention
Functional analysis
Functional Behavioral
assessment
Simple functional assessment
(Crone Horner 2003)
1 - 2
3 ndash 7
5 ndash 15
80 -85
Supplemental
Supplemental Supports
bull For those students who exhibit difficulties despite proactive school-wide prevention efforts
bull Likely to be students with both academic amp behavioral challenges
bull Approximately 10 of school population
The Problem-solving Process
1 Define the problem What is the problem and why is it happening
4 Evaluate Did our plan work
2 Develop a plan What are we going to do
3Implement the plan Carry out the intervention
Conduct Brief Functional Assessment
Is the behavior maintained by escape
from social interaction
Is the behavior related to lack of academic skills
Is the behavior maintained by peer
attention
Escape Motivated BEP
Reduce adult interaction
Use escape as a reinforcer
BEP + Academic Support
Increase academic support
Peer Motivated BEP
Allow student to earn reinforcers to share with peers
Horner Hawken Marsh
Requirements for Supplemental Interventions
Targeted individualized or small group interventions
bull 1048698 based on functional behavioral assessment information
bull 1048698 social skills instruction
bull 1048698 behavioral programming
Multiple opportunities forhigh rates of academic
success
Daily behavioral monitoring -Self andor adult
Regular frequentopportunities for positive reinforcement
Home-school connection
Critical Features of Supplemental Interventions
bull 1048700 Intervention is continuously available
bull 1048700 Rapid access to intervention (less than a week)
bull 1048700 Very low effort by teachers
bull 1048700 Positive system of support
bull 1048700 Implemented by all stafffaculty in a school
bull 1048700 Flexible intervention based on assessment (FBA)
bull 1048700 Consistent with school-wide expectations
bull 1048700 Adequate resources (admin team)
bull 1048700 Weekly meetings
bull 1048700 Student chooses to participate
bull 1048700 Continuous monitoring for decision-making
Rememberhellip
Without school-wide prevention
we cannot reliably identify
targeted-level students
The research says to hellip
bull Create systems-based preventive continuum of behavior support
bull Focus on adult behavior
bull Utilize data based decisions
bull Give priority to academic success
bull Invest in evidence-based practices
bull Teach amp acknowledge behavioral expectations
bull Work from a person-centered function-based approach
DE Contacts
Challenging Behaviors
Barb Rankin (515) 281 5447 barbrankiniowagov
Positive Behavior Supports (PBIS)
Susan Bruce (515) 281 3943 susanbruceiowagov
Thanks
Again thank you for your work on behalf of Iowarsquos children and families
Please feel free to contact the Iowa Department of Education or your trainer if you require further information
wwwiowagoveducate
- Amended Administrative Rules on Corporal Punishment Restraint and Physical Confinement and Detention
- Amended Rules
- Training Requirement
- Training Subjects
- Chapter 103rsquos Purpose [1031]
- Ban on Corporal Punishment [1032]
- What Corporal Punishment Is Not [1033]
- Material Restraints [1033]
- Exceptions amp Privileges [1034]
- Slide 10
- What is ldquoreasonable forcerdquo [1035]
- Slide 12
- Physical Confinement amp Detention [1036]
- Slide 14
- Slide 15
- Slide 16
- Additional Mandatory Minimum Procedures [1037]
- Definition of Physical Restraint
- Use of Seclusion and Restraint
- Restraint Additional Provisions [1038]
- Notice to Parents [1037]
- Documentation Required [1037]
- Documentation Contents
- Slide 24
- Additional Policies and Procedures
- Disciplinary options to seclusion amp restraint
- Slide 27
- Crisis Prevention Crisis Intervention Crisis De-escalation
- Slide 29
- De-escalation techniques
- Behavior Intervention Plan vs Crisis
- Student and Staff Debriefing
- Slide 33
- Safe and Effective Use of Seclusion amp Restraint
- Slide 35
- For More Information hellip
- Slide 37
- Prevention is Key
- Positive Behavior Interventions and Supports (PBIS)
- Slide 40
- Slide 41
- Slide 42
- Examples of Data Decision Making
- Slide 44
- Continuum of Assessment and Support
- Slide 46
- Slide 47
- The Problem-solving Process
- Slide 49
- Requirements for Supplemental Interventions
- Slide 51
- Slide 52
- The research says to hellip
- Slide 54
- DE Contacts
- Thanks
-
Documentation Required [1037]
bull Schools shall maintain documentation for each instance of restraint or confinement
bull Purposes of documentation requirement Accurate record of each instance Required notice to parents Use for decision making (student
classroom building district)
Documentation Contents
bull Name of student involved
bull Name of employees involved including the administrator authorizing any additional period of confinement
bull Date
bull Time
bull Duration
Documentation Contents
bull Actions of student before during and after incident
bull Actions of employees before during and after incident (including student and staff debriefing)
bull Alternatives to restraint or confinement attempted (if any)
bull A description of injuries (to student or others) and property damage
bull A description of future approaches to studentsrsquo behavior (ie meet to revise IEP)
Additional Policies and Procedures
Does your district AEA or accredited nonpublic school have additional policies or procedures
If so you are required to follow them
Disciplinary options to seclusion amp restraint
Why should schools care about options to seclusion and restraint
A range of options increase the effectiveness of responses to unacceptable behavior
Using seclusion or restraint when other options would work decreases the effectiveness of seclusion and restraint
By rule seclusion and restraint shall not be used as ldquodiscipline for minor infractionsrdquo Iowa Admin Code r 281-1037 para 1
Disciplinary options to seclusion amp restraint
Options include hellip Redirection Offering choices Time-out at the studentrsquos desk Time-out in a location in the classroom
The options employed should match the function of the childrsquos behavior (avoidance attention etc) and should address both prevention and consequences
Crisis Prevention Crisis Intervention Crisis De-escalationIf a crisis is avoided all benefit
What is a crisis If safety is an issue you are probably in a crisis
A calm approach to a crisis with an opportunity for a student to take an alternative action is the foundation for avoiding resolving or terminating a crisis
Crisis Prevention Crisis Intervention Crisis De-escalation
bull Maintain a calm voice and demeanor
bull Provide clear guidelines for the child
bull If the child has a behavior plan follow it
bull Provide a more attractive alternative option for the child to choose
bull Above all remember your safety the childrsquos safety and the safety of others
De-escalation techniques
Examples includebull Talking in a calm voicebull Adults moving in slow movements
providing minimal startles to individualbull Offering choicesbull Providing clear guidelinesbull Removing stressorsbull Providing calming items or activities
Behavior Intervention Plan vs Crisis
If child has a Behavior Intervention Plan for this situation follow the plan
The plan should be matched to the function of behavior and would be the appropriate response to an expected crisis condition
If the child does not have a Behavior Intervention Plan for this situation it is most likely because it is a new situation a student who is not ldquopronerdquo to this type of situation or the adults available are unaware
FOLLOW DE-ESCALATION PROCEDURES
Student and Staff Debriefing
bull ldquoDebriefrdquo is defined by the American Heritage Dictionary (4th ed 2000) as follows ldquoTo question to obtain knowledge or intelligence gathered especially on a military missionrdquo
bull The rules use this word in its broadest possible meaning
bull Purpose to gather useful information
Student and Staff DebriefingSome information that might be useful
What happenedDo you understand why it happenedWhy did you do what you didWhat could you have done insteadWhat could you do if there is a ldquonext timerdquoHow can we help you if there is a ldquonext timerdquoHow can we help you so there will not be a ldquonext
timerdquo
Safe and Effective Use of Seclusion amp Restraint
bull Remember safety firstbull Your safetybull The safety of the student and othersbull Certain things to remember
ndash The studentrsquos condition (age physical condition presence of weapon)
ndash Control of the student (immobilization of the student but only to the extent necessary)
ndash Protection of the student (avoid actions that threaten the studentrsquos health or safety)
Safe and Effective Use of Seclusion amp Restraint
Effective use
What are the purposes of seclusion and restraint
Does the use of seclusion and restraint in a particular case advance one of those purposes
Is seclusion and restraint used only when necessary
For More Information hellip
Feel free to contact
o your districtrsquos director of special education
o your AEA
o the Iowa Department of Education
Prevention is Key
PBIS is a broad range of systemic and individualized strategies for achieving important social and learning outcomes while preventing problem behavior
Contributed by OSEP Center on PBIS
What does the research say about PBIS
PBIS has been shown to increase preferred behaviors increase student time spent in instruction decrease office referrals and decrease suspensions
Lohrmann et al (2008)
helliphellip reliance on exclusionary and punishment-centered disciplinary practices without pro-active supports has been shown to increase problem behavior
Mayer (1995)
Positive Behavior Interventions and Supports (PBIS)
school and classroom-wide systems for all students staff and settings
specialized groupsystems for at-risk students
individualizedsystems for high-risk students
80 of
Students
15
5
CONTINUUM OF SCHOOL-WIDE BEHAVIOR SUPPORT
Tertiary Prevention
Secondary Prevention
Primary Prevention
Teaching Matrix
SETTING
All Settings Hallways Playgrounds CafeteriaLibrary
Computer Lab
Assembly Bus
Respect Ourselves
Be on taskGive your best effort
Be prepared
Walk Have a plan
Eat all your food
Select healthy foods
Study read compute
Sit in one spotWatch for your
stop
Respect Others
Be kindHandsfeet to
selfHelpshare with others
Use normal voice volumeWalk to right
Play safeInclude others
Share equipment
Practice good table manners
WhisperReturn books
ListenwatchUse appropriate
applause
Use a quiet voice
Stay in your seat
Respect Property
RecycleClean up after self
Pick up litterMaintain physical space
Use equipment properly
Put litter in garbage can
Replace trays amp utensilsClean up
eating area3
Push in chairs
Treat books carefully
Pick upTreat chairs
appropriately
Wipe your feetSit
appropriately
1 SOCIAL SKILL
3BEHAVIOREXAMPLES
2 NATU
RAL
CO
NTEXT
Positive Behavior Interventions and Supports (PBIS)
Positive relationships and positive interactions increase the likelihood of appropriate (positive) student responses
Teaching positively stated expectations (ldquodohelliprdquo) not negative (ldquodo notrdquo)
Defining clear equitable predictable consequences for meeting expectations
Defining clear equitable predictable consequences for not meeting expectations
Focus on teaching acceptable replacement behaviors
Examples of Data Decision Making
bull 1048700 Office Discipline Referrals
bull How many does it take before further action
bull What is the action
bull 1048700 Attendance
bull 1048700 Assignments
bull 1048700 Grades
How many does it take before
further action
What is the action
Using Data
bull School-Widendash Whatrsquos happeningndash Are we meeting our goalsndash Are we doing what we said we would
bull Individual Studentsndash Whatrsquos happeningndash What do we do nextndash Are we doing what we said we would
Assessment of systems
Continuum of Assessment and Support
Universal interventions
Specialized group interventions
Specialized individual intervention
Specialized individual intervention
Functional analysis
Functional Behavioral
assessment
Simple functional assessment
(Crone Horner 2003)
1 - 2
3 ndash 7
5 ndash 15
80 -85
Supplemental
Supplemental Supports
bull For those students who exhibit difficulties despite proactive school-wide prevention efforts
bull Likely to be students with both academic amp behavioral challenges
bull Approximately 10 of school population
The Problem-solving Process
1 Define the problem What is the problem and why is it happening
4 Evaluate Did our plan work
2 Develop a plan What are we going to do
3Implement the plan Carry out the intervention
Conduct Brief Functional Assessment
Is the behavior maintained by escape
from social interaction
Is the behavior related to lack of academic skills
Is the behavior maintained by peer
attention
Escape Motivated BEP
Reduce adult interaction
Use escape as a reinforcer
BEP + Academic Support
Increase academic support
Peer Motivated BEP
Allow student to earn reinforcers to share with peers
Horner Hawken Marsh
Requirements for Supplemental Interventions
Targeted individualized or small group interventions
bull 1048698 based on functional behavioral assessment information
bull 1048698 social skills instruction
bull 1048698 behavioral programming
Multiple opportunities forhigh rates of academic
success
Daily behavioral monitoring -Self andor adult
Regular frequentopportunities for positive reinforcement
Home-school connection
Critical Features of Supplemental Interventions
bull 1048700 Intervention is continuously available
bull 1048700 Rapid access to intervention (less than a week)
bull 1048700 Very low effort by teachers
bull 1048700 Positive system of support
bull 1048700 Implemented by all stafffaculty in a school
bull 1048700 Flexible intervention based on assessment (FBA)
bull 1048700 Consistent with school-wide expectations
bull 1048700 Adequate resources (admin team)
bull 1048700 Weekly meetings
bull 1048700 Student chooses to participate
bull 1048700 Continuous monitoring for decision-making
Rememberhellip
Without school-wide prevention
we cannot reliably identify
targeted-level students
The research says to hellip
bull Create systems-based preventive continuum of behavior support
bull Focus on adult behavior
bull Utilize data based decisions
bull Give priority to academic success
bull Invest in evidence-based practices
bull Teach amp acknowledge behavioral expectations
bull Work from a person-centered function-based approach
DE Contacts
Challenging Behaviors
Barb Rankin (515) 281 5447 barbrankiniowagov
Positive Behavior Supports (PBIS)
Susan Bruce (515) 281 3943 susanbruceiowagov
Thanks
Again thank you for your work on behalf of Iowarsquos children and families
Please feel free to contact the Iowa Department of Education or your trainer if you require further information
wwwiowagoveducate
- Amended Administrative Rules on Corporal Punishment Restraint and Physical Confinement and Detention
- Amended Rules
- Training Requirement
- Training Subjects
- Chapter 103rsquos Purpose [1031]
- Ban on Corporal Punishment [1032]
- What Corporal Punishment Is Not [1033]
- Material Restraints [1033]
- Exceptions amp Privileges [1034]
- Slide 10
- What is ldquoreasonable forcerdquo [1035]
- Slide 12
- Physical Confinement amp Detention [1036]
- Slide 14
- Slide 15
- Slide 16
- Additional Mandatory Minimum Procedures [1037]
- Definition of Physical Restraint
- Use of Seclusion and Restraint
- Restraint Additional Provisions [1038]
- Notice to Parents [1037]
- Documentation Required [1037]
- Documentation Contents
- Slide 24
- Additional Policies and Procedures
- Disciplinary options to seclusion amp restraint
- Slide 27
- Crisis Prevention Crisis Intervention Crisis De-escalation
- Slide 29
- De-escalation techniques
- Behavior Intervention Plan vs Crisis
- Student and Staff Debriefing
- Slide 33
- Safe and Effective Use of Seclusion amp Restraint
- Slide 35
- For More Information hellip
- Slide 37
- Prevention is Key
- Positive Behavior Interventions and Supports (PBIS)
- Slide 40
- Slide 41
- Slide 42
- Examples of Data Decision Making
- Slide 44
- Continuum of Assessment and Support
- Slide 46
- Slide 47
- The Problem-solving Process
- Slide 49
- Requirements for Supplemental Interventions
- Slide 51
- Slide 52
- The research says to hellip
- Slide 54
- DE Contacts
- Thanks
-
Documentation Contents
bull Name of student involved
bull Name of employees involved including the administrator authorizing any additional period of confinement
bull Date
bull Time
bull Duration
Documentation Contents
bull Actions of student before during and after incident
bull Actions of employees before during and after incident (including student and staff debriefing)
bull Alternatives to restraint or confinement attempted (if any)
bull A description of injuries (to student or others) and property damage
bull A description of future approaches to studentsrsquo behavior (ie meet to revise IEP)
Additional Policies and Procedures
Does your district AEA or accredited nonpublic school have additional policies or procedures
If so you are required to follow them
Disciplinary options to seclusion amp restraint
Why should schools care about options to seclusion and restraint
A range of options increase the effectiveness of responses to unacceptable behavior
Using seclusion or restraint when other options would work decreases the effectiveness of seclusion and restraint
By rule seclusion and restraint shall not be used as ldquodiscipline for minor infractionsrdquo Iowa Admin Code r 281-1037 para 1
Disciplinary options to seclusion amp restraint
Options include hellip Redirection Offering choices Time-out at the studentrsquos desk Time-out in a location in the classroom
The options employed should match the function of the childrsquos behavior (avoidance attention etc) and should address both prevention and consequences
Crisis Prevention Crisis Intervention Crisis De-escalationIf a crisis is avoided all benefit
What is a crisis If safety is an issue you are probably in a crisis
A calm approach to a crisis with an opportunity for a student to take an alternative action is the foundation for avoiding resolving or terminating a crisis
Crisis Prevention Crisis Intervention Crisis De-escalation
bull Maintain a calm voice and demeanor
bull Provide clear guidelines for the child
bull If the child has a behavior plan follow it
bull Provide a more attractive alternative option for the child to choose
bull Above all remember your safety the childrsquos safety and the safety of others
De-escalation techniques
Examples includebull Talking in a calm voicebull Adults moving in slow movements
providing minimal startles to individualbull Offering choicesbull Providing clear guidelinesbull Removing stressorsbull Providing calming items or activities
Behavior Intervention Plan vs Crisis
If child has a Behavior Intervention Plan for this situation follow the plan
The plan should be matched to the function of behavior and would be the appropriate response to an expected crisis condition
If the child does not have a Behavior Intervention Plan for this situation it is most likely because it is a new situation a student who is not ldquopronerdquo to this type of situation or the adults available are unaware
FOLLOW DE-ESCALATION PROCEDURES
Student and Staff Debriefing
bull ldquoDebriefrdquo is defined by the American Heritage Dictionary (4th ed 2000) as follows ldquoTo question to obtain knowledge or intelligence gathered especially on a military missionrdquo
bull The rules use this word in its broadest possible meaning
bull Purpose to gather useful information
Student and Staff DebriefingSome information that might be useful
What happenedDo you understand why it happenedWhy did you do what you didWhat could you have done insteadWhat could you do if there is a ldquonext timerdquoHow can we help you if there is a ldquonext timerdquoHow can we help you so there will not be a ldquonext
timerdquo
Safe and Effective Use of Seclusion amp Restraint
bull Remember safety firstbull Your safetybull The safety of the student and othersbull Certain things to remember
ndash The studentrsquos condition (age physical condition presence of weapon)
ndash Control of the student (immobilization of the student but only to the extent necessary)
ndash Protection of the student (avoid actions that threaten the studentrsquos health or safety)
Safe and Effective Use of Seclusion amp Restraint
Effective use
What are the purposes of seclusion and restraint
Does the use of seclusion and restraint in a particular case advance one of those purposes
Is seclusion and restraint used only when necessary
For More Information hellip
Feel free to contact
o your districtrsquos director of special education
o your AEA
o the Iowa Department of Education
Prevention is Key
PBIS is a broad range of systemic and individualized strategies for achieving important social and learning outcomes while preventing problem behavior
Contributed by OSEP Center on PBIS
What does the research say about PBIS
PBIS has been shown to increase preferred behaviors increase student time spent in instruction decrease office referrals and decrease suspensions
Lohrmann et al (2008)
helliphellip reliance on exclusionary and punishment-centered disciplinary practices without pro-active supports has been shown to increase problem behavior
Mayer (1995)
Positive Behavior Interventions and Supports (PBIS)
school and classroom-wide systems for all students staff and settings
specialized groupsystems for at-risk students
individualizedsystems for high-risk students
80 of
Students
15
5
CONTINUUM OF SCHOOL-WIDE BEHAVIOR SUPPORT
Tertiary Prevention
Secondary Prevention
Primary Prevention
Teaching Matrix
SETTING
All Settings Hallways Playgrounds CafeteriaLibrary
Computer Lab
Assembly Bus
Respect Ourselves
Be on taskGive your best effort
Be prepared
Walk Have a plan
Eat all your food
Select healthy foods
Study read compute
Sit in one spotWatch for your
stop
Respect Others
Be kindHandsfeet to
selfHelpshare with others
Use normal voice volumeWalk to right
Play safeInclude others
Share equipment
Practice good table manners
WhisperReturn books
ListenwatchUse appropriate
applause
Use a quiet voice
Stay in your seat
Respect Property
RecycleClean up after self
Pick up litterMaintain physical space
Use equipment properly
Put litter in garbage can
Replace trays amp utensilsClean up
eating area3
Push in chairs
Treat books carefully
Pick upTreat chairs
appropriately
Wipe your feetSit
appropriately
1 SOCIAL SKILL
3BEHAVIOREXAMPLES
2 NATU
RAL
CO
NTEXT
Positive Behavior Interventions and Supports (PBIS)
Positive relationships and positive interactions increase the likelihood of appropriate (positive) student responses
Teaching positively stated expectations (ldquodohelliprdquo) not negative (ldquodo notrdquo)
Defining clear equitable predictable consequences for meeting expectations
Defining clear equitable predictable consequences for not meeting expectations
Focus on teaching acceptable replacement behaviors
Examples of Data Decision Making
bull 1048700 Office Discipline Referrals
bull How many does it take before further action
bull What is the action
bull 1048700 Attendance
bull 1048700 Assignments
bull 1048700 Grades
How many does it take before
further action
What is the action
Using Data
bull School-Widendash Whatrsquos happeningndash Are we meeting our goalsndash Are we doing what we said we would
bull Individual Studentsndash Whatrsquos happeningndash What do we do nextndash Are we doing what we said we would
Assessment of systems
Continuum of Assessment and Support
Universal interventions
Specialized group interventions
Specialized individual intervention
Specialized individual intervention
Functional analysis
Functional Behavioral
assessment
Simple functional assessment
(Crone Horner 2003)
1 - 2
3 ndash 7
5 ndash 15
80 -85
Supplemental
Supplemental Supports
bull For those students who exhibit difficulties despite proactive school-wide prevention efforts
bull Likely to be students with both academic amp behavioral challenges
bull Approximately 10 of school population
The Problem-solving Process
1 Define the problem What is the problem and why is it happening
4 Evaluate Did our plan work
2 Develop a plan What are we going to do
3Implement the plan Carry out the intervention
Conduct Brief Functional Assessment
Is the behavior maintained by escape
from social interaction
Is the behavior related to lack of academic skills
Is the behavior maintained by peer
attention
Escape Motivated BEP
Reduce adult interaction
Use escape as a reinforcer
BEP + Academic Support
Increase academic support
Peer Motivated BEP
Allow student to earn reinforcers to share with peers
Horner Hawken Marsh
Requirements for Supplemental Interventions
Targeted individualized or small group interventions
bull 1048698 based on functional behavioral assessment information
bull 1048698 social skills instruction
bull 1048698 behavioral programming
Multiple opportunities forhigh rates of academic
success
Daily behavioral monitoring -Self andor adult
Regular frequentopportunities for positive reinforcement
Home-school connection
Critical Features of Supplemental Interventions
bull 1048700 Intervention is continuously available
bull 1048700 Rapid access to intervention (less than a week)
bull 1048700 Very low effort by teachers
bull 1048700 Positive system of support
bull 1048700 Implemented by all stafffaculty in a school
bull 1048700 Flexible intervention based on assessment (FBA)
bull 1048700 Consistent with school-wide expectations
bull 1048700 Adequate resources (admin team)
bull 1048700 Weekly meetings
bull 1048700 Student chooses to participate
bull 1048700 Continuous monitoring for decision-making
Rememberhellip
Without school-wide prevention
we cannot reliably identify
targeted-level students
The research says to hellip
bull Create systems-based preventive continuum of behavior support
bull Focus on adult behavior
bull Utilize data based decisions
bull Give priority to academic success
bull Invest in evidence-based practices
bull Teach amp acknowledge behavioral expectations
bull Work from a person-centered function-based approach
DE Contacts
Challenging Behaviors
Barb Rankin (515) 281 5447 barbrankiniowagov
Positive Behavior Supports (PBIS)
Susan Bruce (515) 281 3943 susanbruceiowagov
Thanks
Again thank you for your work on behalf of Iowarsquos children and families
Please feel free to contact the Iowa Department of Education or your trainer if you require further information
wwwiowagoveducate
- Amended Administrative Rules on Corporal Punishment Restraint and Physical Confinement and Detention
- Amended Rules
- Training Requirement
- Training Subjects
- Chapter 103rsquos Purpose [1031]
- Ban on Corporal Punishment [1032]
- What Corporal Punishment Is Not [1033]
- Material Restraints [1033]
- Exceptions amp Privileges [1034]
- Slide 10
- What is ldquoreasonable forcerdquo [1035]
- Slide 12
- Physical Confinement amp Detention [1036]
- Slide 14
- Slide 15
- Slide 16
- Additional Mandatory Minimum Procedures [1037]
- Definition of Physical Restraint
- Use of Seclusion and Restraint
- Restraint Additional Provisions [1038]
- Notice to Parents [1037]
- Documentation Required [1037]
- Documentation Contents
- Slide 24
- Additional Policies and Procedures
- Disciplinary options to seclusion amp restraint
- Slide 27
- Crisis Prevention Crisis Intervention Crisis De-escalation
- Slide 29
- De-escalation techniques
- Behavior Intervention Plan vs Crisis
- Student and Staff Debriefing
- Slide 33
- Safe and Effective Use of Seclusion amp Restraint
- Slide 35
- For More Information hellip
- Slide 37
- Prevention is Key
- Positive Behavior Interventions and Supports (PBIS)
- Slide 40
- Slide 41
- Slide 42
- Examples of Data Decision Making
- Slide 44
- Continuum of Assessment and Support
- Slide 46
- Slide 47
- The Problem-solving Process
- Slide 49
- Requirements for Supplemental Interventions
- Slide 51
- Slide 52
- The research says to hellip
- Slide 54
- DE Contacts
- Thanks
-
Documentation Contents
bull Actions of student before during and after incident
bull Actions of employees before during and after incident (including student and staff debriefing)
bull Alternatives to restraint or confinement attempted (if any)
bull A description of injuries (to student or others) and property damage
bull A description of future approaches to studentsrsquo behavior (ie meet to revise IEP)
Additional Policies and Procedures
Does your district AEA or accredited nonpublic school have additional policies or procedures
If so you are required to follow them
Disciplinary options to seclusion amp restraint
Why should schools care about options to seclusion and restraint
A range of options increase the effectiveness of responses to unacceptable behavior
Using seclusion or restraint when other options would work decreases the effectiveness of seclusion and restraint
By rule seclusion and restraint shall not be used as ldquodiscipline for minor infractionsrdquo Iowa Admin Code r 281-1037 para 1
Disciplinary options to seclusion amp restraint
Options include hellip Redirection Offering choices Time-out at the studentrsquos desk Time-out in a location in the classroom
The options employed should match the function of the childrsquos behavior (avoidance attention etc) and should address both prevention and consequences
Crisis Prevention Crisis Intervention Crisis De-escalationIf a crisis is avoided all benefit
What is a crisis If safety is an issue you are probably in a crisis
A calm approach to a crisis with an opportunity for a student to take an alternative action is the foundation for avoiding resolving or terminating a crisis
Crisis Prevention Crisis Intervention Crisis De-escalation
bull Maintain a calm voice and demeanor
bull Provide clear guidelines for the child
bull If the child has a behavior plan follow it
bull Provide a more attractive alternative option for the child to choose
bull Above all remember your safety the childrsquos safety and the safety of others
De-escalation techniques
Examples includebull Talking in a calm voicebull Adults moving in slow movements
providing minimal startles to individualbull Offering choicesbull Providing clear guidelinesbull Removing stressorsbull Providing calming items or activities
Behavior Intervention Plan vs Crisis
If child has a Behavior Intervention Plan for this situation follow the plan
The plan should be matched to the function of behavior and would be the appropriate response to an expected crisis condition
If the child does not have a Behavior Intervention Plan for this situation it is most likely because it is a new situation a student who is not ldquopronerdquo to this type of situation or the adults available are unaware
FOLLOW DE-ESCALATION PROCEDURES
Student and Staff Debriefing
bull ldquoDebriefrdquo is defined by the American Heritage Dictionary (4th ed 2000) as follows ldquoTo question to obtain knowledge or intelligence gathered especially on a military missionrdquo
bull The rules use this word in its broadest possible meaning
bull Purpose to gather useful information
Student and Staff DebriefingSome information that might be useful
What happenedDo you understand why it happenedWhy did you do what you didWhat could you have done insteadWhat could you do if there is a ldquonext timerdquoHow can we help you if there is a ldquonext timerdquoHow can we help you so there will not be a ldquonext
timerdquo
Safe and Effective Use of Seclusion amp Restraint
bull Remember safety firstbull Your safetybull The safety of the student and othersbull Certain things to remember
ndash The studentrsquos condition (age physical condition presence of weapon)
ndash Control of the student (immobilization of the student but only to the extent necessary)
ndash Protection of the student (avoid actions that threaten the studentrsquos health or safety)
Safe and Effective Use of Seclusion amp Restraint
Effective use
What are the purposes of seclusion and restraint
Does the use of seclusion and restraint in a particular case advance one of those purposes
Is seclusion and restraint used only when necessary
For More Information hellip
Feel free to contact
o your districtrsquos director of special education
o your AEA
o the Iowa Department of Education
Prevention is Key
PBIS is a broad range of systemic and individualized strategies for achieving important social and learning outcomes while preventing problem behavior
Contributed by OSEP Center on PBIS
What does the research say about PBIS
PBIS has been shown to increase preferred behaviors increase student time spent in instruction decrease office referrals and decrease suspensions
Lohrmann et al (2008)
helliphellip reliance on exclusionary and punishment-centered disciplinary practices without pro-active supports has been shown to increase problem behavior
Mayer (1995)
Positive Behavior Interventions and Supports (PBIS)
school and classroom-wide systems for all students staff and settings
specialized groupsystems for at-risk students
individualizedsystems for high-risk students
80 of
Students
15
5
CONTINUUM OF SCHOOL-WIDE BEHAVIOR SUPPORT
Tertiary Prevention
Secondary Prevention
Primary Prevention
Teaching Matrix
SETTING
All Settings Hallways Playgrounds CafeteriaLibrary
Computer Lab
Assembly Bus
Respect Ourselves
Be on taskGive your best effort
Be prepared
Walk Have a plan
Eat all your food
Select healthy foods
Study read compute
Sit in one spotWatch for your
stop
Respect Others
Be kindHandsfeet to
selfHelpshare with others
Use normal voice volumeWalk to right
Play safeInclude others
Share equipment
Practice good table manners
WhisperReturn books
ListenwatchUse appropriate
applause
Use a quiet voice
Stay in your seat
Respect Property
RecycleClean up after self
Pick up litterMaintain physical space
Use equipment properly
Put litter in garbage can
Replace trays amp utensilsClean up
eating area3
Push in chairs
Treat books carefully
Pick upTreat chairs
appropriately
Wipe your feetSit
appropriately
1 SOCIAL SKILL
3BEHAVIOREXAMPLES
2 NATU
RAL
CO
NTEXT
Positive Behavior Interventions and Supports (PBIS)
Positive relationships and positive interactions increase the likelihood of appropriate (positive) student responses
Teaching positively stated expectations (ldquodohelliprdquo) not negative (ldquodo notrdquo)
Defining clear equitable predictable consequences for meeting expectations
Defining clear equitable predictable consequences for not meeting expectations
Focus on teaching acceptable replacement behaviors
Examples of Data Decision Making
bull 1048700 Office Discipline Referrals
bull How many does it take before further action
bull What is the action
bull 1048700 Attendance
bull 1048700 Assignments
bull 1048700 Grades
How many does it take before
further action
What is the action
Using Data
bull School-Widendash Whatrsquos happeningndash Are we meeting our goalsndash Are we doing what we said we would
bull Individual Studentsndash Whatrsquos happeningndash What do we do nextndash Are we doing what we said we would
Assessment of systems
Continuum of Assessment and Support
Universal interventions
Specialized group interventions
Specialized individual intervention
Specialized individual intervention
Functional analysis
Functional Behavioral
assessment
Simple functional assessment
(Crone Horner 2003)
1 - 2
3 ndash 7
5 ndash 15
80 -85
Supplemental
Supplemental Supports
bull For those students who exhibit difficulties despite proactive school-wide prevention efforts
bull Likely to be students with both academic amp behavioral challenges
bull Approximately 10 of school population
The Problem-solving Process
1 Define the problem What is the problem and why is it happening
4 Evaluate Did our plan work
2 Develop a plan What are we going to do
3Implement the plan Carry out the intervention
Conduct Brief Functional Assessment
Is the behavior maintained by escape
from social interaction
Is the behavior related to lack of academic skills
Is the behavior maintained by peer
attention
Escape Motivated BEP
Reduce adult interaction
Use escape as a reinforcer
BEP + Academic Support
Increase academic support
Peer Motivated BEP
Allow student to earn reinforcers to share with peers
Horner Hawken Marsh
Requirements for Supplemental Interventions
Targeted individualized or small group interventions
bull 1048698 based on functional behavioral assessment information
bull 1048698 social skills instruction
bull 1048698 behavioral programming
Multiple opportunities forhigh rates of academic
success
Daily behavioral monitoring -Self andor adult
Regular frequentopportunities for positive reinforcement
Home-school connection
Critical Features of Supplemental Interventions
bull 1048700 Intervention is continuously available
bull 1048700 Rapid access to intervention (less than a week)
bull 1048700 Very low effort by teachers
bull 1048700 Positive system of support
bull 1048700 Implemented by all stafffaculty in a school
bull 1048700 Flexible intervention based on assessment (FBA)
bull 1048700 Consistent with school-wide expectations
bull 1048700 Adequate resources (admin team)
bull 1048700 Weekly meetings
bull 1048700 Student chooses to participate
bull 1048700 Continuous monitoring for decision-making
Rememberhellip
Without school-wide prevention
we cannot reliably identify
targeted-level students
The research says to hellip
bull Create systems-based preventive continuum of behavior support
bull Focus on adult behavior
bull Utilize data based decisions
bull Give priority to academic success
bull Invest in evidence-based practices
bull Teach amp acknowledge behavioral expectations
bull Work from a person-centered function-based approach
DE Contacts
Challenging Behaviors
Barb Rankin (515) 281 5447 barbrankiniowagov
Positive Behavior Supports (PBIS)
Susan Bruce (515) 281 3943 susanbruceiowagov
Thanks
Again thank you for your work on behalf of Iowarsquos children and families
Please feel free to contact the Iowa Department of Education or your trainer if you require further information
wwwiowagoveducate
- Amended Administrative Rules on Corporal Punishment Restraint and Physical Confinement and Detention
- Amended Rules
- Training Requirement
- Training Subjects
- Chapter 103rsquos Purpose [1031]
- Ban on Corporal Punishment [1032]
- What Corporal Punishment Is Not [1033]
- Material Restraints [1033]
- Exceptions amp Privileges [1034]
- Slide 10
- What is ldquoreasonable forcerdquo [1035]
- Slide 12
- Physical Confinement amp Detention [1036]
- Slide 14
- Slide 15
- Slide 16
- Additional Mandatory Minimum Procedures [1037]
- Definition of Physical Restraint
- Use of Seclusion and Restraint
- Restraint Additional Provisions [1038]
- Notice to Parents [1037]
- Documentation Required [1037]
- Documentation Contents
- Slide 24
- Additional Policies and Procedures
- Disciplinary options to seclusion amp restraint
- Slide 27
- Crisis Prevention Crisis Intervention Crisis De-escalation
- Slide 29
- De-escalation techniques
- Behavior Intervention Plan vs Crisis
- Student and Staff Debriefing
- Slide 33
- Safe and Effective Use of Seclusion amp Restraint
- Slide 35
- For More Information hellip
- Slide 37
- Prevention is Key
- Positive Behavior Interventions and Supports (PBIS)
- Slide 40
- Slide 41
- Slide 42
- Examples of Data Decision Making
- Slide 44
- Continuum of Assessment and Support
- Slide 46
- Slide 47
- The Problem-solving Process
- Slide 49
- Requirements for Supplemental Interventions
- Slide 51
- Slide 52
- The research says to hellip
- Slide 54
- DE Contacts
- Thanks
-
Additional Policies and Procedures
Does your district AEA or accredited nonpublic school have additional policies or procedures
If so you are required to follow them
Disciplinary options to seclusion amp restraint
Why should schools care about options to seclusion and restraint
A range of options increase the effectiveness of responses to unacceptable behavior
Using seclusion or restraint when other options would work decreases the effectiveness of seclusion and restraint
By rule seclusion and restraint shall not be used as ldquodiscipline for minor infractionsrdquo Iowa Admin Code r 281-1037 para 1
Disciplinary options to seclusion amp restraint
Options include hellip Redirection Offering choices Time-out at the studentrsquos desk Time-out in a location in the classroom
The options employed should match the function of the childrsquos behavior (avoidance attention etc) and should address both prevention and consequences
Crisis Prevention Crisis Intervention Crisis De-escalationIf a crisis is avoided all benefit
What is a crisis If safety is an issue you are probably in a crisis
A calm approach to a crisis with an opportunity for a student to take an alternative action is the foundation for avoiding resolving or terminating a crisis
Crisis Prevention Crisis Intervention Crisis De-escalation
bull Maintain a calm voice and demeanor
bull Provide clear guidelines for the child
bull If the child has a behavior plan follow it
bull Provide a more attractive alternative option for the child to choose
bull Above all remember your safety the childrsquos safety and the safety of others
De-escalation techniques
Examples includebull Talking in a calm voicebull Adults moving in slow movements
providing minimal startles to individualbull Offering choicesbull Providing clear guidelinesbull Removing stressorsbull Providing calming items or activities
Behavior Intervention Plan vs Crisis
If child has a Behavior Intervention Plan for this situation follow the plan
The plan should be matched to the function of behavior and would be the appropriate response to an expected crisis condition
If the child does not have a Behavior Intervention Plan for this situation it is most likely because it is a new situation a student who is not ldquopronerdquo to this type of situation or the adults available are unaware
FOLLOW DE-ESCALATION PROCEDURES
Student and Staff Debriefing
bull ldquoDebriefrdquo is defined by the American Heritage Dictionary (4th ed 2000) as follows ldquoTo question to obtain knowledge or intelligence gathered especially on a military missionrdquo
bull The rules use this word in its broadest possible meaning
bull Purpose to gather useful information
Student and Staff DebriefingSome information that might be useful
What happenedDo you understand why it happenedWhy did you do what you didWhat could you have done insteadWhat could you do if there is a ldquonext timerdquoHow can we help you if there is a ldquonext timerdquoHow can we help you so there will not be a ldquonext
timerdquo
Safe and Effective Use of Seclusion amp Restraint
bull Remember safety firstbull Your safetybull The safety of the student and othersbull Certain things to remember
ndash The studentrsquos condition (age physical condition presence of weapon)
ndash Control of the student (immobilization of the student but only to the extent necessary)
ndash Protection of the student (avoid actions that threaten the studentrsquos health or safety)
Safe and Effective Use of Seclusion amp Restraint
Effective use
What are the purposes of seclusion and restraint
Does the use of seclusion and restraint in a particular case advance one of those purposes
Is seclusion and restraint used only when necessary
For More Information hellip
Feel free to contact
o your districtrsquos director of special education
o your AEA
o the Iowa Department of Education
Prevention is Key
PBIS is a broad range of systemic and individualized strategies for achieving important social and learning outcomes while preventing problem behavior
Contributed by OSEP Center on PBIS
What does the research say about PBIS
PBIS has been shown to increase preferred behaviors increase student time spent in instruction decrease office referrals and decrease suspensions
Lohrmann et al (2008)
helliphellip reliance on exclusionary and punishment-centered disciplinary practices without pro-active supports has been shown to increase problem behavior
Mayer (1995)
Positive Behavior Interventions and Supports (PBIS)
school and classroom-wide systems for all students staff and settings
specialized groupsystems for at-risk students
individualizedsystems for high-risk students
80 of
Students
15
5
CONTINUUM OF SCHOOL-WIDE BEHAVIOR SUPPORT
Tertiary Prevention
Secondary Prevention
Primary Prevention
Teaching Matrix
SETTING
All Settings Hallways Playgrounds CafeteriaLibrary
Computer Lab
Assembly Bus
Respect Ourselves
Be on taskGive your best effort
Be prepared
Walk Have a plan
Eat all your food
Select healthy foods
Study read compute
Sit in one spotWatch for your
stop
Respect Others
Be kindHandsfeet to
selfHelpshare with others
Use normal voice volumeWalk to right
Play safeInclude others
Share equipment
Practice good table manners
WhisperReturn books
ListenwatchUse appropriate
applause
Use a quiet voice
Stay in your seat
Respect Property
RecycleClean up after self
Pick up litterMaintain physical space
Use equipment properly
Put litter in garbage can
Replace trays amp utensilsClean up
eating area3
Push in chairs
Treat books carefully
Pick upTreat chairs
appropriately
Wipe your feetSit
appropriately
1 SOCIAL SKILL
3BEHAVIOREXAMPLES
2 NATU
RAL
CO
NTEXT
Positive Behavior Interventions and Supports (PBIS)
Positive relationships and positive interactions increase the likelihood of appropriate (positive) student responses
Teaching positively stated expectations (ldquodohelliprdquo) not negative (ldquodo notrdquo)
Defining clear equitable predictable consequences for meeting expectations
Defining clear equitable predictable consequences for not meeting expectations
Focus on teaching acceptable replacement behaviors
Examples of Data Decision Making
bull 1048700 Office Discipline Referrals
bull How many does it take before further action
bull What is the action
bull 1048700 Attendance
bull 1048700 Assignments
bull 1048700 Grades
How many does it take before
further action
What is the action
Using Data
bull School-Widendash Whatrsquos happeningndash Are we meeting our goalsndash Are we doing what we said we would
bull Individual Studentsndash Whatrsquos happeningndash What do we do nextndash Are we doing what we said we would
Assessment of systems
Continuum of Assessment and Support
Universal interventions
Specialized group interventions
Specialized individual intervention
Specialized individual intervention
Functional analysis
Functional Behavioral
assessment
Simple functional assessment
(Crone Horner 2003)
1 - 2
3 ndash 7
5 ndash 15
80 -85
Supplemental
Supplemental Supports
bull For those students who exhibit difficulties despite proactive school-wide prevention efforts
bull Likely to be students with both academic amp behavioral challenges
bull Approximately 10 of school population
The Problem-solving Process
1 Define the problem What is the problem and why is it happening
4 Evaluate Did our plan work
2 Develop a plan What are we going to do
3Implement the plan Carry out the intervention
Conduct Brief Functional Assessment
Is the behavior maintained by escape
from social interaction
Is the behavior related to lack of academic skills
Is the behavior maintained by peer
attention
Escape Motivated BEP
Reduce adult interaction
Use escape as a reinforcer
BEP + Academic Support
Increase academic support
Peer Motivated BEP
Allow student to earn reinforcers to share with peers
Horner Hawken Marsh
Requirements for Supplemental Interventions
Targeted individualized or small group interventions
bull 1048698 based on functional behavioral assessment information
bull 1048698 social skills instruction
bull 1048698 behavioral programming
Multiple opportunities forhigh rates of academic
success
Daily behavioral monitoring -Self andor adult
Regular frequentopportunities for positive reinforcement
Home-school connection
Critical Features of Supplemental Interventions
bull 1048700 Intervention is continuously available
bull 1048700 Rapid access to intervention (less than a week)
bull 1048700 Very low effort by teachers
bull 1048700 Positive system of support
bull 1048700 Implemented by all stafffaculty in a school
bull 1048700 Flexible intervention based on assessment (FBA)
bull 1048700 Consistent with school-wide expectations
bull 1048700 Adequate resources (admin team)
bull 1048700 Weekly meetings
bull 1048700 Student chooses to participate
bull 1048700 Continuous monitoring for decision-making
Rememberhellip
Without school-wide prevention
we cannot reliably identify
targeted-level students
The research says to hellip
bull Create systems-based preventive continuum of behavior support
bull Focus on adult behavior
bull Utilize data based decisions
bull Give priority to academic success
bull Invest in evidence-based practices
bull Teach amp acknowledge behavioral expectations
bull Work from a person-centered function-based approach
DE Contacts
Challenging Behaviors
Barb Rankin (515) 281 5447 barbrankiniowagov
Positive Behavior Supports (PBIS)
Susan Bruce (515) 281 3943 susanbruceiowagov
Thanks
Again thank you for your work on behalf of Iowarsquos children and families
Please feel free to contact the Iowa Department of Education or your trainer if you require further information
wwwiowagoveducate
- Amended Administrative Rules on Corporal Punishment Restraint and Physical Confinement and Detention
- Amended Rules
- Training Requirement
- Training Subjects
- Chapter 103rsquos Purpose [1031]
- Ban on Corporal Punishment [1032]
- What Corporal Punishment Is Not [1033]
- Material Restraints [1033]
- Exceptions amp Privileges [1034]
- Slide 10
- What is ldquoreasonable forcerdquo [1035]
- Slide 12
- Physical Confinement amp Detention [1036]
- Slide 14
- Slide 15
- Slide 16
- Additional Mandatory Minimum Procedures [1037]
- Definition of Physical Restraint
- Use of Seclusion and Restraint
- Restraint Additional Provisions [1038]
- Notice to Parents [1037]
- Documentation Required [1037]
- Documentation Contents
- Slide 24
- Additional Policies and Procedures
- Disciplinary options to seclusion amp restraint
- Slide 27
- Crisis Prevention Crisis Intervention Crisis De-escalation
- Slide 29
- De-escalation techniques
- Behavior Intervention Plan vs Crisis
- Student and Staff Debriefing
- Slide 33
- Safe and Effective Use of Seclusion amp Restraint
- Slide 35
- For More Information hellip
- Slide 37
- Prevention is Key
- Positive Behavior Interventions and Supports (PBIS)
- Slide 40
- Slide 41
- Slide 42
- Examples of Data Decision Making
- Slide 44
- Continuum of Assessment and Support
- Slide 46
- Slide 47
- The Problem-solving Process
- Slide 49
- Requirements for Supplemental Interventions
- Slide 51
- Slide 52
- The research says to hellip
- Slide 54
- DE Contacts
- Thanks
-
Disciplinary options to seclusion amp restraint
Why should schools care about options to seclusion and restraint
A range of options increase the effectiveness of responses to unacceptable behavior
Using seclusion or restraint when other options would work decreases the effectiveness of seclusion and restraint
By rule seclusion and restraint shall not be used as ldquodiscipline for minor infractionsrdquo Iowa Admin Code r 281-1037 para 1
Disciplinary options to seclusion amp restraint
Options include hellip Redirection Offering choices Time-out at the studentrsquos desk Time-out in a location in the classroom
The options employed should match the function of the childrsquos behavior (avoidance attention etc) and should address both prevention and consequences
Crisis Prevention Crisis Intervention Crisis De-escalationIf a crisis is avoided all benefit
What is a crisis If safety is an issue you are probably in a crisis
A calm approach to a crisis with an opportunity for a student to take an alternative action is the foundation for avoiding resolving or terminating a crisis
Crisis Prevention Crisis Intervention Crisis De-escalation
bull Maintain a calm voice and demeanor
bull Provide clear guidelines for the child
bull If the child has a behavior plan follow it
bull Provide a more attractive alternative option for the child to choose
bull Above all remember your safety the childrsquos safety and the safety of others
De-escalation techniques
Examples includebull Talking in a calm voicebull Adults moving in slow movements
providing minimal startles to individualbull Offering choicesbull Providing clear guidelinesbull Removing stressorsbull Providing calming items or activities
Behavior Intervention Plan vs Crisis
If child has a Behavior Intervention Plan for this situation follow the plan
The plan should be matched to the function of behavior and would be the appropriate response to an expected crisis condition
If the child does not have a Behavior Intervention Plan for this situation it is most likely because it is a new situation a student who is not ldquopronerdquo to this type of situation or the adults available are unaware
FOLLOW DE-ESCALATION PROCEDURES
Student and Staff Debriefing
bull ldquoDebriefrdquo is defined by the American Heritage Dictionary (4th ed 2000) as follows ldquoTo question to obtain knowledge or intelligence gathered especially on a military missionrdquo
bull The rules use this word in its broadest possible meaning
bull Purpose to gather useful information
Student and Staff DebriefingSome information that might be useful
What happenedDo you understand why it happenedWhy did you do what you didWhat could you have done insteadWhat could you do if there is a ldquonext timerdquoHow can we help you if there is a ldquonext timerdquoHow can we help you so there will not be a ldquonext
timerdquo
Safe and Effective Use of Seclusion amp Restraint
bull Remember safety firstbull Your safetybull The safety of the student and othersbull Certain things to remember
ndash The studentrsquos condition (age physical condition presence of weapon)
ndash Control of the student (immobilization of the student but only to the extent necessary)
ndash Protection of the student (avoid actions that threaten the studentrsquos health or safety)
Safe and Effective Use of Seclusion amp Restraint
Effective use
What are the purposes of seclusion and restraint
Does the use of seclusion and restraint in a particular case advance one of those purposes
Is seclusion and restraint used only when necessary
For More Information hellip
Feel free to contact
o your districtrsquos director of special education
o your AEA
o the Iowa Department of Education
Prevention is Key
PBIS is a broad range of systemic and individualized strategies for achieving important social and learning outcomes while preventing problem behavior
Contributed by OSEP Center on PBIS
What does the research say about PBIS
PBIS has been shown to increase preferred behaviors increase student time spent in instruction decrease office referrals and decrease suspensions
Lohrmann et al (2008)
helliphellip reliance on exclusionary and punishment-centered disciplinary practices without pro-active supports has been shown to increase problem behavior
Mayer (1995)
Positive Behavior Interventions and Supports (PBIS)
school and classroom-wide systems for all students staff and settings
specialized groupsystems for at-risk students
individualizedsystems for high-risk students
80 of
Students
15
5
CONTINUUM OF SCHOOL-WIDE BEHAVIOR SUPPORT
Tertiary Prevention
Secondary Prevention
Primary Prevention
Teaching Matrix
SETTING
All Settings Hallways Playgrounds CafeteriaLibrary
Computer Lab
Assembly Bus
Respect Ourselves
Be on taskGive your best effort
Be prepared
Walk Have a plan
Eat all your food
Select healthy foods
Study read compute
Sit in one spotWatch for your
stop
Respect Others
Be kindHandsfeet to
selfHelpshare with others
Use normal voice volumeWalk to right
Play safeInclude others
Share equipment
Practice good table manners
WhisperReturn books
ListenwatchUse appropriate
applause
Use a quiet voice
Stay in your seat
Respect Property
RecycleClean up after self
Pick up litterMaintain physical space
Use equipment properly
Put litter in garbage can
Replace trays amp utensilsClean up
eating area3
Push in chairs
Treat books carefully
Pick upTreat chairs
appropriately
Wipe your feetSit
appropriately
1 SOCIAL SKILL
3BEHAVIOREXAMPLES
2 NATU
RAL
CO
NTEXT
Positive Behavior Interventions and Supports (PBIS)
Positive relationships and positive interactions increase the likelihood of appropriate (positive) student responses
Teaching positively stated expectations (ldquodohelliprdquo) not negative (ldquodo notrdquo)
Defining clear equitable predictable consequences for meeting expectations
Defining clear equitable predictable consequences for not meeting expectations
Focus on teaching acceptable replacement behaviors
Examples of Data Decision Making
bull 1048700 Office Discipline Referrals
bull How many does it take before further action
bull What is the action
bull 1048700 Attendance
bull 1048700 Assignments
bull 1048700 Grades
How many does it take before
further action
What is the action
Using Data
bull School-Widendash Whatrsquos happeningndash Are we meeting our goalsndash Are we doing what we said we would
bull Individual Studentsndash Whatrsquos happeningndash What do we do nextndash Are we doing what we said we would
Assessment of systems
Continuum of Assessment and Support
Universal interventions
Specialized group interventions
Specialized individual intervention
Specialized individual intervention
Functional analysis
Functional Behavioral
assessment
Simple functional assessment
(Crone Horner 2003)
1 - 2
3 ndash 7
5 ndash 15
80 -85
Supplemental
Supplemental Supports
bull For those students who exhibit difficulties despite proactive school-wide prevention efforts
bull Likely to be students with both academic amp behavioral challenges
bull Approximately 10 of school population
The Problem-solving Process
1 Define the problem What is the problem and why is it happening
4 Evaluate Did our plan work
2 Develop a plan What are we going to do
3Implement the plan Carry out the intervention
Conduct Brief Functional Assessment
Is the behavior maintained by escape
from social interaction
Is the behavior related to lack of academic skills
Is the behavior maintained by peer
attention
Escape Motivated BEP
Reduce adult interaction
Use escape as a reinforcer
BEP + Academic Support
Increase academic support
Peer Motivated BEP
Allow student to earn reinforcers to share with peers
Horner Hawken Marsh
Requirements for Supplemental Interventions
Targeted individualized or small group interventions
bull 1048698 based on functional behavioral assessment information
bull 1048698 social skills instruction
bull 1048698 behavioral programming
Multiple opportunities forhigh rates of academic
success
Daily behavioral monitoring -Self andor adult
Regular frequentopportunities for positive reinforcement
Home-school connection
Critical Features of Supplemental Interventions
bull 1048700 Intervention is continuously available
bull 1048700 Rapid access to intervention (less than a week)
bull 1048700 Very low effort by teachers
bull 1048700 Positive system of support
bull 1048700 Implemented by all stafffaculty in a school
bull 1048700 Flexible intervention based on assessment (FBA)
bull 1048700 Consistent with school-wide expectations
bull 1048700 Adequate resources (admin team)
bull 1048700 Weekly meetings
bull 1048700 Student chooses to participate
bull 1048700 Continuous monitoring for decision-making
Rememberhellip
Without school-wide prevention
we cannot reliably identify
targeted-level students
The research says to hellip
bull Create systems-based preventive continuum of behavior support
bull Focus on adult behavior
bull Utilize data based decisions
bull Give priority to academic success
bull Invest in evidence-based practices
bull Teach amp acknowledge behavioral expectations
bull Work from a person-centered function-based approach
DE Contacts
Challenging Behaviors
Barb Rankin (515) 281 5447 barbrankiniowagov
Positive Behavior Supports (PBIS)
Susan Bruce (515) 281 3943 susanbruceiowagov
Thanks
Again thank you for your work on behalf of Iowarsquos children and families
Please feel free to contact the Iowa Department of Education or your trainer if you require further information
wwwiowagoveducate
- Amended Administrative Rules on Corporal Punishment Restraint and Physical Confinement and Detention
- Amended Rules
- Training Requirement
- Training Subjects
- Chapter 103rsquos Purpose [1031]
- Ban on Corporal Punishment [1032]
- What Corporal Punishment Is Not [1033]
- Material Restraints [1033]
- Exceptions amp Privileges [1034]
- Slide 10
- What is ldquoreasonable forcerdquo [1035]
- Slide 12
- Physical Confinement amp Detention [1036]
- Slide 14
- Slide 15
- Slide 16
- Additional Mandatory Minimum Procedures [1037]
- Definition of Physical Restraint
- Use of Seclusion and Restraint
- Restraint Additional Provisions [1038]
- Notice to Parents [1037]
- Documentation Required [1037]
- Documentation Contents
- Slide 24
- Additional Policies and Procedures
- Disciplinary options to seclusion amp restraint
- Slide 27
- Crisis Prevention Crisis Intervention Crisis De-escalation
- Slide 29
- De-escalation techniques
- Behavior Intervention Plan vs Crisis
- Student and Staff Debriefing
- Slide 33
- Safe and Effective Use of Seclusion amp Restraint
- Slide 35
- For More Information hellip
- Slide 37
- Prevention is Key
- Positive Behavior Interventions and Supports (PBIS)
- Slide 40
- Slide 41
- Slide 42
- Examples of Data Decision Making
- Slide 44
- Continuum of Assessment and Support
- Slide 46
- Slide 47
- The Problem-solving Process
- Slide 49
- Requirements for Supplemental Interventions
- Slide 51
- Slide 52
- The research says to hellip
- Slide 54
- DE Contacts
- Thanks
-
Disciplinary options to seclusion amp restraint
Options include hellip Redirection Offering choices Time-out at the studentrsquos desk Time-out in a location in the classroom
The options employed should match the function of the childrsquos behavior (avoidance attention etc) and should address both prevention and consequences
Crisis Prevention Crisis Intervention Crisis De-escalationIf a crisis is avoided all benefit
What is a crisis If safety is an issue you are probably in a crisis
A calm approach to a crisis with an opportunity for a student to take an alternative action is the foundation for avoiding resolving or terminating a crisis
Crisis Prevention Crisis Intervention Crisis De-escalation
bull Maintain a calm voice and demeanor
bull Provide clear guidelines for the child
bull If the child has a behavior plan follow it
bull Provide a more attractive alternative option for the child to choose
bull Above all remember your safety the childrsquos safety and the safety of others
De-escalation techniques
Examples includebull Talking in a calm voicebull Adults moving in slow movements
providing minimal startles to individualbull Offering choicesbull Providing clear guidelinesbull Removing stressorsbull Providing calming items or activities
Behavior Intervention Plan vs Crisis
If child has a Behavior Intervention Plan for this situation follow the plan
The plan should be matched to the function of behavior and would be the appropriate response to an expected crisis condition
If the child does not have a Behavior Intervention Plan for this situation it is most likely because it is a new situation a student who is not ldquopronerdquo to this type of situation or the adults available are unaware
FOLLOW DE-ESCALATION PROCEDURES
Student and Staff Debriefing
bull ldquoDebriefrdquo is defined by the American Heritage Dictionary (4th ed 2000) as follows ldquoTo question to obtain knowledge or intelligence gathered especially on a military missionrdquo
bull The rules use this word in its broadest possible meaning
bull Purpose to gather useful information
Student and Staff DebriefingSome information that might be useful
What happenedDo you understand why it happenedWhy did you do what you didWhat could you have done insteadWhat could you do if there is a ldquonext timerdquoHow can we help you if there is a ldquonext timerdquoHow can we help you so there will not be a ldquonext
timerdquo
Safe and Effective Use of Seclusion amp Restraint
bull Remember safety firstbull Your safetybull The safety of the student and othersbull Certain things to remember
ndash The studentrsquos condition (age physical condition presence of weapon)
ndash Control of the student (immobilization of the student but only to the extent necessary)
ndash Protection of the student (avoid actions that threaten the studentrsquos health or safety)
Safe and Effective Use of Seclusion amp Restraint
Effective use
What are the purposes of seclusion and restraint
Does the use of seclusion and restraint in a particular case advance one of those purposes
Is seclusion and restraint used only when necessary
For More Information hellip
Feel free to contact
o your districtrsquos director of special education
o your AEA
o the Iowa Department of Education
Prevention is Key
PBIS is a broad range of systemic and individualized strategies for achieving important social and learning outcomes while preventing problem behavior
Contributed by OSEP Center on PBIS
What does the research say about PBIS
PBIS has been shown to increase preferred behaviors increase student time spent in instruction decrease office referrals and decrease suspensions
Lohrmann et al (2008)
helliphellip reliance on exclusionary and punishment-centered disciplinary practices without pro-active supports has been shown to increase problem behavior
Mayer (1995)
Positive Behavior Interventions and Supports (PBIS)
school and classroom-wide systems for all students staff and settings
specialized groupsystems for at-risk students
individualizedsystems for high-risk students
80 of
Students
15
5
CONTINUUM OF SCHOOL-WIDE BEHAVIOR SUPPORT
Tertiary Prevention
Secondary Prevention
Primary Prevention
Teaching Matrix
SETTING
All Settings Hallways Playgrounds CafeteriaLibrary
Computer Lab
Assembly Bus
Respect Ourselves
Be on taskGive your best effort
Be prepared
Walk Have a plan
Eat all your food
Select healthy foods
Study read compute
Sit in one spotWatch for your
stop
Respect Others
Be kindHandsfeet to
selfHelpshare with others
Use normal voice volumeWalk to right
Play safeInclude others
Share equipment
Practice good table manners
WhisperReturn books
ListenwatchUse appropriate
applause
Use a quiet voice
Stay in your seat
Respect Property
RecycleClean up after self
Pick up litterMaintain physical space
Use equipment properly
Put litter in garbage can
Replace trays amp utensilsClean up
eating area3
Push in chairs
Treat books carefully
Pick upTreat chairs
appropriately
Wipe your feetSit
appropriately
1 SOCIAL SKILL
3BEHAVIOREXAMPLES
2 NATU
RAL
CO
NTEXT
Positive Behavior Interventions and Supports (PBIS)
Positive relationships and positive interactions increase the likelihood of appropriate (positive) student responses
Teaching positively stated expectations (ldquodohelliprdquo) not negative (ldquodo notrdquo)
Defining clear equitable predictable consequences for meeting expectations
Defining clear equitable predictable consequences for not meeting expectations
Focus on teaching acceptable replacement behaviors
Examples of Data Decision Making
bull 1048700 Office Discipline Referrals
bull How many does it take before further action
bull What is the action
bull 1048700 Attendance
bull 1048700 Assignments
bull 1048700 Grades
How many does it take before
further action
What is the action
Using Data
bull School-Widendash Whatrsquos happeningndash Are we meeting our goalsndash Are we doing what we said we would
bull Individual Studentsndash Whatrsquos happeningndash What do we do nextndash Are we doing what we said we would
Assessment of systems
Continuum of Assessment and Support
Universal interventions
Specialized group interventions
Specialized individual intervention
Specialized individual intervention
Functional analysis
Functional Behavioral
assessment
Simple functional assessment
(Crone Horner 2003)
1 - 2
3 ndash 7
5 ndash 15
80 -85
Supplemental
Supplemental Supports
bull For those students who exhibit difficulties despite proactive school-wide prevention efforts
bull Likely to be students with both academic amp behavioral challenges
bull Approximately 10 of school population
The Problem-solving Process
1 Define the problem What is the problem and why is it happening
4 Evaluate Did our plan work
2 Develop a plan What are we going to do
3Implement the plan Carry out the intervention
Conduct Brief Functional Assessment
Is the behavior maintained by escape
from social interaction
Is the behavior related to lack of academic skills
Is the behavior maintained by peer
attention
Escape Motivated BEP
Reduce adult interaction
Use escape as a reinforcer
BEP + Academic Support
Increase academic support
Peer Motivated BEP
Allow student to earn reinforcers to share with peers
Horner Hawken Marsh
Requirements for Supplemental Interventions
Targeted individualized or small group interventions
bull 1048698 based on functional behavioral assessment information
bull 1048698 social skills instruction
bull 1048698 behavioral programming
Multiple opportunities forhigh rates of academic
success
Daily behavioral monitoring -Self andor adult
Regular frequentopportunities for positive reinforcement
Home-school connection
Critical Features of Supplemental Interventions
bull 1048700 Intervention is continuously available
bull 1048700 Rapid access to intervention (less than a week)
bull 1048700 Very low effort by teachers
bull 1048700 Positive system of support
bull 1048700 Implemented by all stafffaculty in a school
bull 1048700 Flexible intervention based on assessment (FBA)
bull 1048700 Consistent with school-wide expectations
bull 1048700 Adequate resources (admin team)
bull 1048700 Weekly meetings
bull 1048700 Student chooses to participate
bull 1048700 Continuous monitoring for decision-making
Rememberhellip
Without school-wide prevention
we cannot reliably identify
targeted-level students
The research says to hellip
bull Create systems-based preventive continuum of behavior support
bull Focus on adult behavior
bull Utilize data based decisions
bull Give priority to academic success
bull Invest in evidence-based practices
bull Teach amp acknowledge behavioral expectations
bull Work from a person-centered function-based approach
DE Contacts
Challenging Behaviors
Barb Rankin (515) 281 5447 barbrankiniowagov
Positive Behavior Supports (PBIS)
Susan Bruce (515) 281 3943 susanbruceiowagov
Thanks
Again thank you for your work on behalf of Iowarsquos children and families
Please feel free to contact the Iowa Department of Education or your trainer if you require further information
wwwiowagoveducate
- Amended Administrative Rules on Corporal Punishment Restraint and Physical Confinement and Detention
- Amended Rules
- Training Requirement
- Training Subjects
- Chapter 103rsquos Purpose [1031]
- Ban on Corporal Punishment [1032]
- What Corporal Punishment Is Not [1033]
- Material Restraints [1033]
- Exceptions amp Privileges [1034]
- Slide 10
- What is ldquoreasonable forcerdquo [1035]
- Slide 12
- Physical Confinement amp Detention [1036]
- Slide 14
- Slide 15
- Slide 16
- Additional Mandatory Minimum Procedures [1037]
- Definition of Physical Restraint
- Use of Seclusion and Restraint
- Restraint Additional Provisions [1038]
- Notice to Parents [1037]
- Documentation Required [1037]
- Documentation Contents
- Slide 24
- Additional Policies and Procedures
- Disciplinary options to seclusion amp restraint
- Slide 27
- Crisis Prevention Crisis Intervention Crisis De-escalation
- Slide 29
- De-escalation techniques
- Behavior Intervention Plan vs Crisis
- Student and Staff Debriefing
- Slide 33
- Safe and Effective Use of Seclusion amp Restraint
- Slide 35
- For More Information hellip
- Slide 37
- Prevention is Key
- Positive Behavior Interventions and Supports (PBIS)
- Slide 40
- Slide 41
- Slide 42
- Examples of Data Decision Making
- Slide 44
- Continuum of Assessment and Support
- Slide 46
- Slide 47
- The Problem-solving Process
- Slide 49
- Requirements for Supplemental Interventions
- Slide 51
- Slide 52
- The research says to hellip
- Slide 54
- DE Contacts
- Thanks
-
Crisis Prevention Crisis Intervention Crisis De-escalationIf a crisis is avoided all benefit
What is a crisis If safety is an issue you are probably in a crisis
A calm approach to a crisis with an opportunity for a student to take an alternative action is the foundation for avoiding resolving or terminating a crisis
Crisis Prevention Crisis Intervention Crisis De-escalation
bull Maintain a calm voice and demeanor
bull Provide clear guidelines for the child
bull If the child has a behavior plan follow it
bull Provide a more attractive alternative option for the child to choose
bull Above all remember your safety the childrsquos safety and the safety of others
De-escalation techniques
Examples includebull Talking in a calm voicebull Adults moving in slow movements
providing minimal startles to individualbull Offering choicesbull Providing clear guidelinesbull Removing stressorsbull Providing calming items or activities
Behavior Intervention Plan vs Crisis
If child has a Behavior Intervention Plan for this situation follow the plan
The plan should be matched to the function of behavior and would be the appropriate response to an expected crisis condition
If the child does not have a Behavior Intervention Plan for this situation it is most likely because it is a new situation a student who is not ldquopronerdquo to this type of situation or the adults available are unaware
FOLLOW DE-ESCALATION PROCEDURES
Student and Staff Debriefing
bull ldquoDebriefrdquo is defined by the American Heritage Dictionary (4th ed 2000) as follows ldquoTo question to obtain knowledge or intelligence gathered especially on a military missionrdquo
bull The rules use this word in its broadest possible meaning
bull Purpose to gather useful information
Student and Staff DebriefingSome information that might be useful
What happenedDo you understand why it happenedWhy did you do what you didWhat could you have done insteadWhat could you do if there is a ldquonext timerdquoHow can we help you if there is a ldquonext timerdquoHow can we help you so there will not be a ldquonext
timerdquo
Safe and Effective Use of Seclusion amp Restraint
bull Remember safety firstbull Your safetybull The safety of the student and othersbull Certain things to remember
ndash The studentrsquos condition (age physical condition presence of weapon)
ndash Control of the student (immobilization of the student but only to the extent necessary)
ndash Protection of the student (avoid actions that threaten the studentrsquos health or safety)
Safe and Effective Use of Seclusion amp Restraint
Effective use
What are the purposes of seclusion and restraint
Does the use of seclusion and restraint in a particular case advance one of those purposes
Is seclusion and restraint used only when necessary
For More Information hellip
Feel free to contact
o your districtrsquos director of special education
o your AEA
o the Iowa Department of Education
Prevention is Key
PBIS is a broad range of systemic and individualized strategies for achieving important social and learning outcomes while preventing problem behavior
Contributed by OSEP Center on PBIS
What does the research say about PBIS
PBIS has been shown to increase preferred behaviors increase student time spent in instruction decrease office referrals and decrease suspensions
Lohrmann et al (2008)
helliphellip reliance on exclusionary and punishment-centered disciplinary practices without pro-active supports has been shown to increase problem behavior
Mayer (1995)
Positive Behavior Interventions and Supports (PBIS)
school and classroom-wide systems for all students staff and settings
specialized groupsystems for at-risk students
individualizedsystems for high-risk students
80 of
Students
15
5
CONTINUUM OF SCHOOL-WIDE BEHAVIOR SUPPORT
Tertiary Prevention
Secondary Prevention
Primary Prevention
Teaching Matrix
SETTING
All Settings Hallways Playgrounds CafeteriaLibrary
Computer Lab
Assembly Bus
Respect Ourselves
Be on taskGive your best effort
Be prepared
Walk Have a plan
Eat all your food
Select healthy foods
Study read compute
Sit in one spotWatch for your
stop
Respect Others
Be kindHandsfeet to
selfHelpshare with others
Use normal voice volumeWalk to right
Play safeInclude others
Share equipment
Practice good table manners
WhisperReturn books
ListenwatchUse appropriate
applause
Use a quiet voice
Stay in your seat
Respect Property
RecycleClean up after self
Pick up litterMaintain physical space
Use equipment properly
Put litter in garbage can
Replace trays amp utensilsClean up
eating area3
Push in chairs
Treat books carefully
Pick upTreat chairs
appropriately
Wipe your feetSit
appropriately
1 SOCIAL SKILL
3BEHAVIOREXAMPLES
2 NATU
RAL
CO
NTEXT
Positive Behavior Interventions and Supports (PBIS)
Positive relationships and positive interactions increase the likelihood of appropriate (positive) student responses
Teaching positively stated expectations (ldquodohelliprdquo) not negative (ldquodo notrdquo)
Defining clear equitable predictable consequences for meeting expectations
Defining clear equitable predictable consequences for not meeting expectations
Focus on teaching acceptable replacement behaviors
Examples of Data Decision Making
bull 1048700 Office Discipline Referrals
bull How many does it take before further action
bull What is the action
bull 1048700 Attendance
bull 1048700 Assignments
bull 1048700 Grades
How many does it take before
further action
What is the action
Using Data
bull School-Widendash Whatrsquos happeningndash Are we meeting our goalsndash Are we doing what we said we would
bull Individual Studentsndash Whatrsquos happeningndash What do we do nextndash Are we doing what we said we would
Assessment of systems
Continuum of Assessment and Support
Universal interventions
Specialized group interventions
Specialized individual intervention
Specialized individual intervention
Functional analysis
Functional Behavioral
assessment
Simple functional assessment
(Crone Horner 2003)
1 - 2
3 ndash 7
5 ndash 15
80 -85
Supplemental
Supplemental Supports
bull For those students who exhibit difficulties despite proactive school-wide prevention efforts
bull Likely to be students with both academic amp behavioral challenges
bull Approximately 10 of school population
The Problem-solving Process
1 Define the problem What is the problem and why is it happening
4 Evaluate Did our plan work
2 Develop a plan What are we going to do
3Implement the plan Carry out the intervention
Conduct Brief Functional Assessment
Is the behavior maintained by escape
from social interaction
Is the behavior related to lack of academic skills
Is the behavior maintained by peer
attention
Escape Motivated BEP
Reduce adult interaction
Use escape as a reinforcer
BEP + Academic Support
Increase academic support
Peer Motivated BEP
Allow student to earn reinforcers to share with peers
Horner Hawken Marsh
Requirements for Supplemental Interventions
Targeted individualized or small group interventions
bull 1048698 based on functional behavioral assessment information
bull 1048698 social skills instruction
bull 1048698 behavioral programming
Multiple opportunities forhigh rates of academic
success
Daily behavioral monitoring -Self andor adult
Regular frequentopportunities for positive reinforcement
Home-school connection
Critical Features of Supplemental Interventions
bull 1048700 Intervention is continuously available
bull 1048700 Rapid access to intervention (less than a week)
bull 1048700 Very low effort by teachers
bull 1048700 Positive system of support
bull 1048700 Implemented by all stafffaculty in a school
bull 1048700 Flexible intervention based on assessment (FBA)
bull 1048700 Consistent with school-wide expectations
bull 1048700 Adequate resources (admin team)
bull 1048700 Weekly meetings
bull 1048700 Student chooses to participate
bull 1048700 Continuous monitoring for decision-making
Rememberhellip
Without school-wide prevention
we cannot reliably identify
targeted-level students
The research says to hellip
bull Create systems-based preventive continuum of behavior support
bull Focus on adult behavior
bull Utilize data based decisions
bull Give priority to academic success
bull Invest in evidence-based practices
bull Teach amp acknowledge behavioral expectations
bull Work from a person-centered function-based approach
DE Contacts
Challenging Behaviors
Barb Rankin (515) 281 5447 barbrankiniowagov
Positive Behavior Supports (PBIS)
Susan Bruce (515) 281 3943 susanbruceiowagov
Thanks
Again thank you for your work on behalf of Iowarsquos children and families
Please feel free to contact the Iowa Department of Education or your trainer if you require further information
wwwiowagoveducate
- Amended Administrative Rules on Corporal Punishment Restraint and Physical Confinement and Detention
- Amended Rules
- Training Requirement
- Training Subjects
- Chapter 103rsquos Purpose [1031]
- Ban on Corporal Punishment [1032]
- What Corporal Punishment Is Not [1033]
- Material Restraints [1033]
- Exceptions amp Privileges [1034]
- Slide 10
- What is ldquoreasonable forcerdquo [1035]
- Slide 12
- Physical Confinement amp Detention [1036]
- Slide 14
- Slide 15
- Slide 16
- Additional Mandatory Minimum Procedures [1037]
- Definition of Physical Restraint
- Use of Seclusion and Restraint
- Restraint Additional Provisions [1038]
- Notice to Parents [1037]
- Documentation Required [1037]
- Documentation Contents
- Slide 24
- Additional Policies and Procedures
- Disciplinary options to seclusion amp restraint
- Slide 27
- Crisis Prevention Crisis Intervention Crisis De-escalation
- Slide 29
- De-escalation techniques
- Behavior Intervention Plan vs Crisis
- Student and Staff Debriefing
- Slide 33
- Safe and Effective Use of Seclusion amp Restraint
- Slide 35
- For More Information hellip
- Slide 37
- Prevention is Key
- Positive Behavior Interventions and Supports (PBIS)
- Slide 40
- Slide 41
- Slide 42
- Examples of Data Decision Making
- Slide 44
- Continuum of Assessment and Support
- Slide 46
- Slide 47
- The Problem-solving Process
- Slide 49
- Requirements for Supplemental Interventions
- Slide 51
- Slide 52
- The research says to hellip
- Slide 54
- DE Contacts
- Thanks
-
Crisis Prevention Crisis Intervention Crisis De-escalation
bull Maintain a calm voice and demeanor
bull Provide clear guidelines for the child
bull If the child has a behavior plan follow it
bull Provide a more attractive alternative option for the child to choose
bull Above all remember your safety the childrsquos safety and the safety of others
De-escalation techniques
Examples includebull Talking in a calm voicebull Adults moving in slow movements
providing minimal startles to individualbull Offering choicesbull Providing clear guidelinesbull Removing stressorsbull Providing calming items or activities
Behavior Intervention Plan vs Crisis
If child has a Behavior Intervention Plan for this situation follow the plan
The plan should be matched to the function of behavior and would be the appropriate response to an expected crisis condition
If the child does not have a Behavior Intervention Plan for this situation it is most likely because it is a new situation a student who is not ldquopronerdquo to this type of situation or the adults available are unaware
FOLLOW DE-ESCALATION PROCEDURES
Student and Staff Debriefing
bull ldquoDebriefrdquo is defined by the American Heritage Dictionary (4th ed 2000) as follows ldquoTo question to obtain knowledge or intelligence gathered especially on a military missionrdquo
bull The rules use this word in its broadest possible meaning
bull Purpose to gather useful information
Student and Staff DebriefingSome information that might be useful
What happenedDo you understand why it happenedWhy did you do what you didWhat could you have done insteadWhat could you do if there is a ldquonext timerdquoHow can we help you if there is a ldquonext timerdquoHow can we help you so there will not be a ldquonext
timerdquo
Safe and Effective Use of Seclusion amp Restraint
bull Remember safety firstbull Your safetybull The safety of the student and othersbull Certain things to remember
ndash The studentrsquos condition (age physical condition presence of weapon)
ndash Control of the student (immobilization of the student but only to the extent necessary)
ndash Protection of the student (avoid actions that threaten the studentrsquos health or safety)
Safe and Effective Use of Seclusion amp Restraint
Effective use
What are the purposes of seclusion and restraint
Does the use of seclusion and restraint in a particular case advance one of those purposes
Is seclusion and restraint used only when necessary
For More Information hellip
Feel free to contact
o your districtrsquos director of special education
o your AEA
o the Iowa Department of Education
Prevention is Key
PBIS is a broad range of systemic and individualized strategies for achieving important social and learning outcomes while preventing problem behavior
Contributed by OSEP Center on PBIS
What does the research say about PBIS
PBIS has been shown to increase preferred behaviors increase student time spent in instruction decrease office referrals and decrease suspensions
Lohrmann et al (2008)
helliphellip reliance on exclusionary and punishment-centered disciplinary practices without pro-active supports has been shown to increase problem behavior
Mayer (1995)
Positive Behavior Interventions and Supports (PBIS)
school and classroom-wide systems for all students staff and settings
specialized groupsystems for at-risk students
individualizedsystems for high-risk students
80 of
Students
15
5
CONTINUUM OF SCHOOL-WIDE BEHAVIOR SUPPORT
Tertiary Prevention
Secondary Prevention
Primary Prevention
Teaching Matrix
SETTING
All Settings Hallways Playgrounds CafeteriaLibrary
Computer Lab
Assembly Bus
Respect Ourselves
Be on taskGive your best effort
Be prepared
Walk Have a plan
Eat all your food
Select healthy foods
Study read compute
Sit in one spotWatch for your
stop
Respect Others
Be kindHandsfeet to
selfHelpshare with others
Use normal voice volumeWalk to right
Play safeInclude others
Share equipment
Practice good table manners
WhisperReturn books
ListenwatchUse appropriate
applause
Use a quiet voice
Stay in your seat
Respect Property
RecycleClean up after self
Pick up litterMaintain physical space
Use equipment properly
Put litter in garbage can
Replace trays amp utensilsClean up
eating area3
Push in chairs
Treat books carefully
Pick upTreat chairs
appropriately
Wipe your feetSit
appropriately
1 SOCIAL SKILL
3BEHAVIOREXAMPLES
2 NATU
RAL
CO
NTEXT
Positive Behavior Interventions and Supports (PBIS)
Positive relationships and positive interactions increase the likelihood of appropriate (positive) student responses
Teaching positively stated expectations (ldquodohelliprdquo) not negative (ldquodo notrdquo)
Defining clear equitable predictable consequences for meeting expectations
Defining clear equitable predictable consequences for not meeting expectations
Focus on teaching acceptable replacement behaviors
Examples of Data Decision Making
bull 1048700 Office Discipline Referrals
bull How many does it take before further action
bull What is the action
bull 1048700 Attendance
bull 1048700 Assignments
bull 1048700 Grades
How many does it take before
further action
What is the action
Using Data
bull School-Widendash Whatrsquos happeningndash Are we meeting our goalsndash Are we doing what we said we would
bull Individual Studentsndash Whatrsquos happeningndash What do we do nextndash Are we doing what we said we would
Assessment of systems
Continuum of Assessment and Support
Universal interventions
Specialized group interventions
Specialized individual intervention
Specialized individual intervention
Functional analysis
Functional Behavioral
assessment
Simple functional assessment
(Crone Horner 2003)
1 - 2
3 ndash 7
5 ndash 15
80 -85
Supplemental
Supplemental Supports
bull For those students who exhibit difficulties despite proactive school-wide prevention efforts
bull Likely to be students with both academic amp behavioral challenges
bull Approximately 10 of school population
The Problem-solving Process
1 Define the problem What is the problem and why is it happening
4 Evaluate Did our plan work
2 Develop a plan What are we going to do
3Implement the plan Carry out the intervention
Conduct Brief Functional Assessment
Is the behavior maintained by escape
from social interaction
Is the behavior related to lack of academic skills
Is the behavior maintained by peer
attention
Escape Motivated BEP
Reduce adult interaction
Use escape as a reinforcer
BEP + Academic Support
Increase academic support
Peer Motivated BEP
Allow student to earn reinforcers to share with peers
Horner Hawken Marsh
Requirements for Supplemental Interventions
Targeted individualized or small group interventions
bull 1048698 based on functional behavioral assessment information
bull 1048698 social skills instruction
bull 1048698 behavioral programming
Multiple opportunities forhigh rates of academic
success
Daily behavioral monitoring -Self andor adult
Regular frequentopportunities for positive reinforcement
Home-school connection
Critical Features of Supplemental Interventions
bull 1048700 Intervention is continuously available
bull 1048700 Rapid access to intervention (less than a week)
bull 1048700 Very low effort by teachers
bull 1048700 Positive system of support
bull 1048700 Implemented by all stafffaculty in a school
bull 1048700 Flexible intervention based on assessment (FBA)
bull 1048700 Consistent with school-wide expectations
bull 1048700 Adequate resources (admin team)
bull 1048700 Weekly meetings
bull 1048700 Student chooses to participate
bull 1048700 Continuous monitoring for decision-making
Rememberhellip
Without school-wide prevention
we cannot reliably identify
targeted-level students
The research says to hellip
bull Create systems-based preventive continuum of behavior support
bull Focus on adult behavior
bull Utilize data based decisions
bull Give priority to academic success
bull Invest in evidence-based practices
bull Teach amp acknowledge behavioral expectations
bull Work from a person-centered function-based approach
DE Contacts
Challenging Behaviors
Barb Rankin (515) 281 5447 barbrankiniowagov
Positive Behavior Supports (PBIS)
Susan Bruce (515) 281 3943 susanbruceiowagov
Thanks
Again thank you for your work on behalf of Iowarsquos children and families
Please feel free to contact the Iowa Department of Education or your trainer if you require further information
wwwiowagoveducate
- Amended Administrative Rules on Corporal Punishment Restraint and Physical Confinement and Detention
- Amended Rules
- Training Requirement
- Training Subjects
- Chapter 103rsquos Purpose [1031]
- Ban on Corporal Punishment [1032]
- What Corporal Punishment Is Not [1033]
- Material Restraints [1033]
- Exceptions amp Privileges [1034]
- Slide 10
- What is ldquoreasonable forcerdquo [1035]
- Slide 12
- Physical Confinement amp Detention [1036]
- Slide 14
- Slide 15
- Slide 16
- Additional Mandatory Minimum Procedures [1037]
- Definition of Physical Restraint
- Use of Seclusion and Restraint
- Restraint Additional Provisions [1038]
- Notice to Parents [1037]
- Documentation Required [1037]
- Documentation Contents
- Slide 24
- Additional Policies and Procedures
- Disciplinary options to seclusion amp restraint
- Slide 27
- Crisis Prevention Crisis Intervention Crisis De-escalation
- Slide 29
- De-escalation techniques
- Behavior Intervention Plan vs Crisis
- Student and Staff Debriefing
- Slide 33
- Safe and Effective Use of Seclusion amp Restraint
- Slide 35
- For More Information hellip
- Slide 37
- Prevention is Key
- Positive Behavior Interventions and Supports (PBIS)
- Slide 40
- Slide 41
- Slide 42
- Examples of Data Decision Making
- Slide 44
- Continuum of Assessment and Support
- Slide 46
- Slide 47
- The Problem-solving Process
- Slide 49
- Requirements for Supplemental Interventions
- Slide 51
- Slide 52
- The research says to hellip
- Slide 54
- DE Contacts
- Thanks
-
De-escalation techniques
Examples includebull Talking in a calm voicebull Adults moving in slow movements
providing minimal startles to individualbull Offering choicesbull Providing clear guidelinesbull Removing stressorsbull Providing calming items or activities
Behavior Intervention Plan vs Crisis
If child has a Behavior Intervention Plan for this situation follow the plan
The plan should be matched to the function of behavior and would be the appropriate response to an expected crisis condition
If the child does not have a Behavior Intervention Plan for this situation it is most likely because it is a new situation a student who is not ldquopronerdquo to this type of situation or the adults available are unaware
FOLLOW DE-ESCALATION PROCEDURES
Student and Staff Debriefing
bull ldquoDebriefrdquo is defined by the American Heritage Dictionary (4th ed 2000) as follows ldquoTo question to obtain knowledge or intelligence gathered especially on a military missionrdquo
bull The rules use this word in its broadest possible meaning
bull Purpose to gather useful information
Student and Staff DebriefingSome information that might be useful
What happenedDo you understand why it happenedWhy did you do what you didWhat could you have done insteadWhat could you do if there is a ldquonext timerdquoHow can we help you if there is a ldquonext timerdquoHow can we help you so there will not be a ldquonext
timerdquo
Safe and Effective Use of Seclusion amp Restraint
bull Remember safety firstbull Your safetybull The safety of the student and othersbull Certain things to remember
ndash The studentrsquos condition (age physical condition presence of weapon)
ndash Control of the student (immobilization of the student but only to the extent necessary)
ndash Protection of the student (avoid actions that threaten the studentrsquos health or safety)
Safe and Effective Use of Seclusion amp Restraint
Effective use
What are the purposes of seclusion and restraint
Does the use of seclusion and restraint in a particular case advance one of those purposes
Is seclusion and restraint used only when necessary
For More Information hellip
Feel free to contact
o your districtrsquos director of special education
o your AEA
o the Iowa Department of Education
Prevention is Key
PBIS is a broad range of systemic and individualized strategies for achieving important social and learning outcomes while preventing problem behavior
Contributed by OSEP Center on PBIS
What does the research say about PBIS
PBIS has been shown to increase preferred behaviors increase student time spent in instruction decrease office referrals and decrease suspensions
Lohrmann et al (2008)
helliphellip reliance on exclusionary and punishment-centered disciplinary practices without pro-active supports has been shown to increase problem behavior
Mayer (1995)
Positive Behavior Interventions and Supports (PBIS)
school and classroom-wide systems for all students staff and settings
specialized groupsystems for at-risk students
individualizedsystems for high-risk students
80 of
Students
15
5
CONTINUUM OF SCHOOL-WIDE BEHAVIOR SUPPORT
Tertiary Prevention
Secondary Prevention
Primary Prevention
Teaching Matrix
SETTING
All Settings Hallways Playgrounds CafeteriaLibrary
Computer Lab
Assembly Bus
Respect Ourselves
Be on taskGive your best effort
Be prepared
Walk Have a plan
Eat all your food
Select healthy foods
Study read compute
Sit in one spotWatch for your
stop
Respect Others
Be kindHandsfeet to
selfHelpshare with others
Use normal voice volumeWalk to right
Play safeInclude others
Share equipment
Practice good table manners
WhisperReturn books
ListenwatchUse appropriate
applause
Use a quiet voice
Stay in your seat
Respect Property
RecycleClean up after self
Pick up litterMaintain physical space
Use equipment properly
Put litter in garbage can
Replace trays amp utensilsClean up
eating area3
Push in chairs
Treat books carefully
Pick upTreat chairs
appropriately
Wipe your feetSit
appropriately
1 SOCIAL SKILL
3BEHAVIOREXAMPLES
2 NATU
RAL
CO
NTEXT
Positive Behavior Interventions and Supports (PBIS)
Positive relationships and positive interactions increase the likelihood of appropriate (positive) student responses
Teaching positively stated expectations (ldquodohelliprdquo) not negative (ldquodo notrdquo)
Defining clear equitable predictable consequences for meeting expectations
Defining clear equitable predictable consequences for not meeting expectations
Focus on teaching acceptable replacement behaviors
Examples of Data Decision Making
bull 1048700 Office Discipline Referrals
bull How many does it take before further action
bull What is the action
bull 1048700 Attendance
bull 1048700 Assignments
bull 1048700 Grades
How many does it take before
further action
What is the action
Using Data
bull School-Widendash Whatrsquos happeningndash Are we meeting our goalsndash Are we doing what we said we would
bull Individual Studentsndash Whatrsquos happeningndash What do we do nextndash Are we doing what we said we would
Assessment of systems
Continuum of Assessment and Support
Universal interventions
Specialized group interventions
Specialized individual intervention
Specialized individual intervention
Functional analysis
Functional Behavioral
assessment
Simple functional assessment
(Crone Horner 2003)
1 - 2
3 ndash 7
5 ndash 15
80 -85
Supplemental
Supplemental Supports
bull For those students who exhibit difficulties despite proactive school-wide prevention efforts
bull Likely to be students with both academic amp behavioral challenges
bull Approximately 10 of school population
The Problem-solving Process
1 Define the problem What is the problem and why is it happening
4 Evaluate Did our plan work
2 Develop a plan What are we going to do
3Implement the plan Carry out the intervention
Conduct Brief Functional Assessment
Is the behavior maintained by escape
from social interaction
Is the behavior related to lack of academic skills
Is the behavior maintained by peer
attention
Escape Motivated BEP
Reduce adult interaction
Use escape as a reinforcer
BEP + Academic Support
Increase academic support
Peer Motivated BEP
Allow student to earn reinforcers to share with peers
Horner Hawken Marsh
Requirements for Supplemental Interventions
Targeted individualized or small group interventions
bull 1048698 based on functional behavioral assessment information
bull 1048698 social skills instruction
bull 1048698 behavioral programming
Multiple opportunities forhigh rates of academic
success
Daily behavioral monitoring -Self andor adult
Regular frequentopportunities for positive reinforcement
Home-school connection
Critical Features of Supplemental Interventions
bull 1048700 Intervention is continuously available
bull 1048700 Rapid access to intervention (less than a week)
bull 1048700 Very low effort by teachers
bull 1048700 Positive system of support
bull 1048700 Implemented by all stafffaculty in a school
bull 1048700 Flexible intervention based on assessment (FBA)
bull 1048700 Consistent with school-wide expectations
bull 1048700 Adequate resources (admin team)
bull 1048700 Weekly meetings
bull 1048700 Student chooses to participate
bull 1048700 Continuous monitoring for decision-making
Rememberhellip
Without school-wide prevention
we cannot reliably identify
targeted-level students
The research says to hellip
bull Create systems-based preventive continuum of behavior support
bull Focus on adult behavior
bull Utilize data based decisions
bull Give priority to academic success
bull Invest in evidence-based practices
bull Teach amp acknowledge behavioral expectations
bull Work from a person-centered function-based approach
DE Contacts
Challenging Behaviors
Barb Rankin (515) 281 5447 barbrankiniowagov
Positive Behavior Supports (PBIS)
Susan Bruce (515) 281 3943 susanbruceiowagov
Thanks
Again thank you for your work on behalf of Iowarsquos children and families
Please feel free to contact the Iowa Department of Education or your trainer if you require further information
wwwiowagoveducate
- Amended Administrative Rules on Corporal Punishment Restraint and Physical Confinement and Detention
- Amended Rules
- Training Requirement
- Training Subjects
- Chapter 103rsquos Purpose [1031]
- Ban on Corporal Punishment [1032]
- What Corporal Punishment Is Not [1033]
- Material Restraints [1033]
- Exceptions amp Privileges [1034]
- Slide 10
- What is ldquoreasonable forcerdquo [1035]
- Slide 12
- Physical Confinement amp Detention [1036]
- Slide 14
- Slide 15
- Slide 16
- Additional Mandatory Minimum Procedures [1037]
- Definition of Physical Restraint
- Use of Seclusion and Restraint
- Restraint Additional Provisions [1038]
- Notice to Parents [1037]
- Documentation Required [1037]
- Documentation Contents
- Slide 24
- Additional Policies and Procedures
- Disciplinary options to seclusion amp restraint
- Slide 27
- Crisis Prevention Crisis Intervention Crisis De-escalation
- Slide 29
- De-escalation techniques
- Behavior Intervention Plan vs Crisis
- Student and Staff Debriefing
- Slide 33
- Safe and Effective Use of Seclusion amp Restraint
- Slide 35
- For More Information hellip
- Slide 37
- Prevention is Key
- Positive Behavior Interventions and Supports (PBIS)
- Slide 40
- Slide 41
- Slide 42
- Examples of Data Decision Making
- Slide 44
- Continuum of Assessment and Support
- Slide 46
- Slide 47
- The Problem-solving Process
- Slide 49
- Requirements for Supplemental Interventions
- Slide 51
- Slide 52
- The research says to hellip
- Slide 54
- DE Contacts
- Thanks
-
Behavior Intervention Plan vs Crisis
If child has a Behavior Intervention Plan for this situation follow the plan
The plan should be matched to the function of behavior and would be the appropriate response to an expected crisis condition
If the child does not have a Behavior Intervention Plan for this situation it is most likely because it is a new situation a student who is not ldquopronerdquo to this type of situation or the adults available are unaware
FOLLOW DE-ESCALATION PROCEDURES
Student and Staff Debriefing
bull ldquoDebriefrdquo is defined by the American Heritage Dictionary (4th ed 2000) as follows ldquoTo question to obtain knowledge or intelligence gathered especially on a military missionrdquo
bull The rules use this word in its broadest possible meaning
bull Purpose to gather useful information
Student and Staff DebriefingSome information that might be useful
What happenedDo you understand why it happenedWhy did you do what you didWhat could you have done insteadWhat could you do if there is a ldquonext timerdquoHow can we help you if there is a ldquonext timerdquoHow can we help you so there will not be a ldquonext
timerdquo
Safe and Effective Use of Seclusion amp Restraint
bull Remember safety firstbull Your safetybull The safety of the student and othersbull Certain things to remember
ndash The studentrsquos condition (age physical condition presence of weapon)
ndash Control of the student (immobilization of the student but only to the extent necessary)
ndash Protection of the student (avoid actions that threaten the studentrsquos health or safety)
Safe and Effective Use of Seclusion amp Restraint
Effective use
What are the purposes of seclusion and restraint
Does the use of seclusion and restraint in a particular case advance one of those purposes
Is seclusion and restraint used only when necessary
For More Information hellip
Feel free to contact
o your districtrsquos director of special education
o your AEA
o the Iowa Department of Education
Prevention is Key
PBIS is a broad range of systemic and individualized strategies for achieving important social and learning outcomes while preventing problem behavior
Contributed by OSEP Center on PBIS
What does the research say about PBIS
PBIS has been shown to increase preferred behaviors increase student time spent in instruction decrease office referrals and decrease suspensions
Lohrmann et al (2008)
helliphellip reliance on exclusionary and punishment-centered disciplinary practices without pro-active supports has been shown to increase problem behavior
Mayer (1995)
Positive Behavior Interventions and Supports (PBIS)
school and classroom-wide systems for all students staff and settings
specialized groupsystems for at-risk students
individualizedsystems for high-risk students
80 of
Students
15
5
CONTINUUM OF SCHOOL-WIDE BEHAVIOR SUPPORT
Tertiary Prevention
Secondary Prevention
Primary Prevention
Teaching Matrix
SETTING
All Settings Hallways Playgrounds CafeteriaLibrary
Computer Lab
Assembly Bus
Respect Ourselves
Be on taskGive your best effort
Be prepared
Walk Have a plan
Eat all your food
Select healthy foods
Study read compute
Sit in one spotWatch for your
stop
Respect Others
Be kindHandsfeet to
selfHelpshare with others
Use normal voice volumeWalk to right
Play safeInclude others
Share equipment
Practice good table manners
WhisperReturn books
ListenwatchUse appropriate
applause
Use a quiet voice
Stay in your seat
Respect Property
RecycleClean up after self
Pick up litterMaintain physical space
Use equipment properly
Put litter in garbage can
Replace trays amp utensilsClean up
eating area3
Push in chairs
Treat books carefully
Pick upTreat chairs
appropriately
Wipe your feetSit
appropriately
1 SOCIAL SKILL
3BEHAVIOREXAMPLES
2 NATU
RAL
CO
NTEXT
Positive Behavior Interventions and Supports (PBIS)
Positive relationships and positive interactions increase the likelihood of appropriate (positive) student responses
Teaching positively stated expectations (ldquodohelliprdquo) not negative (ldquodo notrdquo)
Defining clear equitable predictable consequences for meeting expectations
Defining clear equitable predictable consequences for not meeting expectations
Focus on teaching acceptable replacement behaviors
Examples of Data Decision Making
bull 1048700 Office Discipline Referrals
bull How many does it take before further action
bull What is the action
bull 1048700 Attendance
bull 1048700 Assignments
bull 1048700 Grades
How many does it take before
further action
What is the action
Using Data
bull School-Widendash Whatrsquos happeningndash Are we meeting our goalsndash Are we doing what we said we would
bull Individual Studentsndash Whatrsquos happeningndash What do we do nextndash Are we doing what we said we would
Assessment of systems
Continuum of Assessment and Support
Universal interventions
Specialized group interventions
Specialized individual intervention
Specialized individual intervention
Functional analysis
Functional Behavioral
assessment
Simple functional assessment
(Crone Horner 2003)
1 - 2
3 ndash 7
5 ndash 15
80 -85
Supplemental
Supplemental Supports
bull For those students who exhibit difficulties despite proactive school-wide prevention efforts
bull Likely to be students with both academic amp behavioral challenges
bull Approximately 10 of school population
The Problem-solving Process
1 Define the problem What is the problem and why is it happening
4 Evaluate Did our plan work
2 Develop a plan What are we going to do
3Implement the plan Carry out the intervention
Conduct Brief Functional Assessment
Is the behavior maintained by escape
from social interaction
Is the behavior related to lack of academic skills
Is the behavior maintained by peer
attention
Escape Motivated BEP
Reduce adult interaction
Use escape as a reinforcer
BEP + Academic Support
Increase academic support
Peer Motivated BEP
Allow student to earn reinforcers to share with peers
Horner Hawken Marsh
Requirements for Supplemental Interventions
Targeted individualized or small group interventions
bull 1048698 based on functional behavioral assessment information
bull 1048698 social skills instruction
bull 1048698 behavioral programming
Multiple opportunities forhigh rates of academic
success
Daily behavioral monitoring -Self andor adult
Regular frequentopportunities for positive reinforcement
Home-school connection
Critical Features of Supplemental Interventions
bull 1048700 Intervention is continuously available
bull 1048700 Rapid access to intervention (less than a week)
bull 1048700 Very low effort by teachers
bull 1048700 Positive system of support
bull 1048700 Implemented by all stafffaculty in a school
bull 1048700 Flexible intervention based on assessment (FBA)
bull 1048700 Consistent with school-wide expectations
bull 1048700 Adequate resources (admin team)
bull 1048700 Weekly meetings
bull 1048700 Student chooses to participate
bull 1048700 Continuous monitoring for decision-making
Rememberhellip
Without school-wide prevention
we cannot reliably identify
targeted-level students
The research says to hellip
bull Create systems-based preventive continuum of behavior support
bull Focus on adult behavior
bull Utilize data based decisions
bull Give priority to academic success
bull Invest in evidence-based practices
bull Teach amp acknowledge behavioral expectations
bull Work from a person-centered function-based approach
DE Contacts
Challenging Behaviors
Barb Rankin (515) 281 5447 barbrankiniowagov
Positive Behavior Supports (PBIS)
Susan Bruce (515) 281 3943 susanbruceiowagov
Thanks
Again thank you for your work on behalf of Iowarsquos children and families
Please feel free to contact the Iowa Department of Education or your trainer if you require further information
wwwiowagoveducate
- Amended Administrative Rules on Corporal Punishment Restraint and Physical Confinement and Detention
- Amended Rules
- Training Requirement
- Training Subjects
- Chapter 103rsquos Purpose [1031]
- Ban on Corporal Punishment [1032]
- What Corporal Punishment Is Not [1033]
- Material Restraints [1033]
- Exceptions amp Privileges [1034]
- Slide 10
- What is ldquoreasonable forcerdquo [1035]
- Slide 12
- Physical Confinement amp Detention [1036]
- Slide 14
- Slide 15
- Slide 16
- Additional Mandatory Minimum Procedures [1037]
- Definition of Physical Restraint
- Use of Seclusion and Restraint
- Restraint Additional Provisions [1038]
- Notice to Parents [1037]
- Documentation Required [1037]
- Documentation Contents
- Slide 24
- Additional Policies and Procedures
- Disciplinary options to seclusion amp restraint
- Slide 27
- Crisis Prevention Crisis Intervention Crisis De-escalation
- Slide 29
- De-escalation techniques
- Behavior Intervention Plan vs Crisis
- Student and Staff Debriefing
- Slide 33
- Safe and Effective Use of Seclusion amp Restraint
- Slide 35
- For More Information hellip
- Slide 37
- Prevention is Key
- Positive Behavior Interventions and Supports (PBIS)
- Slide 40
- Slide 41
- Slide 42
- Examples of Data Decision Making
- Slide 44
- Continuum of Assessment and Support
- Slide 46
- Slide 47
- The Problem-solving Process
- Slide 49
- Requirements for Supplemental Interventions
- Slide 51
- Slide 52
- The research says to hellip
- Slide 54
- DE Contacts
- Thanks
-
Student and Staff Debriefing
bull ldquoDebriefrdquo is defined by the American Heritage Dictionary (4th ed 2000) as follows ldquoTo question to obtain knowledge or intelligence gathered especially on a military missionrdquo
bull The rules use this word in its broadest possible meaning
bull Purpose to gather useful information
Student and Staff DebriefingSome information that might be useful
What happenedDo you understand why it happenedWhy did you do what you didWhat could you have done insteadWhat could you do if there is a ldquonext timerdquoHow can we help you if there is a ldquonext timerdquoHow can we help you so there will not be a ldquonext
timerdquo
Safe and Effective Use of Seclusion amp Restraint
bull Remember safety firstbull Your safetybull The safety of the student and othersbull Certain things to remember
ndash The studentrsquos condition (age physical condition presence of weapon)
ndash Control of the student (immobilization of the student but only to the extent necessary)
ndash Protection of the student (avoid actions that threaten the studentrsquos health or safety)
Safe and Effective Use of Seclusion amp Restraint
Effective use
What are the purposes of seclusion and restraint
Does the use of seclusion and restraint in a particular case advance one of those purposes
Is seclusion and restraint used only when necessary
For More Information hellip
Feel free to contact
o your districtrsquos director of special education
o your AEA
o the Iowa Department of Education
Prevention is Key
PBIS is a broad range of systemic and individualized strategies for achieving important social and learning outcomes while preventing problem behavior
Contributed by OSEP Center on PBIS
What does the research say about PBIS
PBIS has been shown to increase preferred behaviors increase student time spent in instruction decrease office referrals and decrease suspensions
Lohrmann et al (2008)
helliphellip reliance on exclusionary and punishment-centered disciplinary practices without pro-active supports has been shown to increase problem behavior
Mayer (1995)
Positive Behavior Interventions and Supports (PBIS)
school and classroom-wide systems for all students staff and settings
specialized groupsystems for at-risk students
individualizedsystems for high-risk students
80 of
Students
15
5
CONTINUUM OF SCHOOL-WIDE BEHAVIOR SUPPORT
Tertiary Prevention
Secondary Prevention
Primary Prevention
Teaching Matrix
SETTING
All Settings Hallways Playgrounds CafeteriaLibrary
Computer Lab
Assembly Bus
Respect Ourselves
Be on taskGive your best effort
Be prepared
Walk Have a plan
Eat all your food
Select healthy foods
Study read compute
Sit in one spotWatch for your
stop
Respect Others
Be kindHandsfeet to
selfHelpshare with others
Use normal voice volumeWalk to right
Play safeInclude others
Share equipment
Practice good table manners
WhisperReturn books
ListenwatchUse appropriate
applause
Use a quiet voice
Stay in your seat
Respect Property
RecycleClean up after self
Pick up litterMaintain physical space
Use equipment properly
Put litter in garbage can
Replace trays amp utensilsClean up
eating area3
Push in chairs
Treat books carefully
Pick upTreat chairs
appropriately
Wipe your feetSit
appropriately
1 SOCIAL SKILL
3BEHAVIOREXAMPLES
2 NATU
RAL
CO
NTEXT
Positive Behavior Interventions and Supports (PBIS)
Positive relationships and positive interactions increase the likelihood of appropriate (positive) student responses
Teaching positively stated expectations (ldquodohelliprdquo) not negative (ldquodo notrdquo)
Defining clear equitable predictable consequences for meeting expectations
Defining clear equitable predictable consequences for not meeting expectations
Focus on teaching acceptable replacement behaviors
Examples of Data Decision Making
bull 1048700 Office Discipline Referrals
bull How many does it take before further action
bull What is the action
bull 1048700 Attendance
bull 1048700 Assignments
bull 1048700 Grades
How many does it take before
further action
What is the action
Using Data
bull School-Widendash Whatrsquos happeningndash Are we meeting our goalsndash Are we doing what we said we would
bull Individual Studentsndash Whatrsquos happeningndash What do we do nextndash Are we doing what we said we would
Assessment of systems
Continuum of Assessment and Support
Universal interventions
Specialized group interventions
Specialized individual intervention
Specialized individual intervention
Functional analysis
Functional Behavioral
assessment
Simple functional assessment
(Crone Horner 2003)
1 - 2
3 ndash 7
5 ndash 15
80 -85
Supplemental
Supplemental Supports
bull For those students who exhibit difficulties despite proactive school-wide prevention efforts
bull Likely to be students with both academic amp behavioral challenges
bull Approximately 10 of school population
The Problem-solving Process
1 Define the problem What is the problem and why is it happening
4 Evaluate Did our plan work
2 Develop a plan What are we going to do
3Implement the plan Carry out the intervention
Conduct Brief Functional Assessment
Is the behavior maintained by escape
from social interaction
Is the behavior related to lack of academic skills
Is the behavior maintained by peer
attention
Escape Motivated BEP
Reduce adult interaction
Use escape as a reinforcer
BEP + Academic Support
Increase academic support
Peer Motivated BEP
Allow student to earn reinforcers to share with peers
Horner Hawken Marsh
Requirements for Supplemental Interventions
Targeted individualized or small group interventions
bull 1048698 based on functional behavioral assessment information
bull 1048698 social skills instruction
bull 1048698 behavioral programming
Multiple opportunities forhigh rates of academic
success
Daily behavioral monitoring -Self andor adult
Regular frequentopportunities for positive reinforcement
Home-school connection
Critical Features of Supplemental Interventions
bull 1048700 Intervention is continuously available
bull 1048700 Rapid access to intervention (less than a week)
bull 1048700 Very low effort by teachers
bull 1048700 Positive system of support
bull 1048700 Implemented by all stafffaculty in a school
bull 1048700 Flexible intervention based on assessment (FBA)
bull 1048700 Consistent with school-wide expectations
bull 1048700 Adequate resources (admin team)
bull 1048700 Weekly meetings
bull 1048700 Student chooses to participate
bull 1048700 Continuous monitoring for decision-making
Rememberhellip
Without school-wide prevention
we cannot reliably identify
targeted-level students
The research says to hellip
bull Create systems-based preventive continuum of behavior support
bull Focus on adult behavior
bull Utilize data based decisions
bull Give priority to academic success
bull Invest in evidence-based practices
bull Teach amp acknowledge behavioral expectations
bull Work from a person-centered function-based approach
DE Contacts
Challenging Behaviors
Barb Rankin (515) 281 5447 barbrankiniowagov
Positive Behavior Supports (PBIS)
Susan Bruce (515) 281 3943 susanbruceiowagov
Thanks
Again thank you for your work on behalf of Iowarsquos children and families
Please feel free to contact the Iowa Department of Education or your trainer if you require further information
wwwiowagoveducate
- Amended Administrative Rules on Corporal Punishment Restraint and Physical Confinement and Detention
- Amended Rules
- Training Requirement
- Training Subjects
- Chapter 103rsquos Purpose [1031]
- Ban on Corporal Punishment [1032]
- What Corporal Punishment Is Not [1033]
- Material Restraints [1033]
- Exceptions amp Privileges [1034]
- Slide 10
- What is ldquoreasonable forcerdquo [1035]
- Slide 12
- Physical Confinement amp Detention [1036]
- Slide 14
- Slide 15
- Slide 16
- Additional Mandatory Minimum Procedures [1037]
- Definition of Physical Restraint
- Use of Seclusion and Restraint
- Restraint Additional Provisions [1038]
- Notice to Parents [1037]
- Documentation Required [1037]
- Documentation Contents
- Slide 24
- Additional Policies and Procedures
- Disciplinary options to seclusion amp restraint
- Slide 27
- Crisis Prevention Crisis Intervention Crisis De-escalation
- Slide 29
- De-escalation techniques
- Behavior Intervention Plan vs Crisis
- Student and Staff Debriefing
- Slide 33
- Safe and Effective Use of Seclusion amp Restraint
- Slide 35
- For More Information hellip
- Slide 37
- Prevention is Key
- Positive Behavior Interventions and Supports (PBIS)
- Slide 40
- Slide 41
- Slide 42
- Examples of Data Decision Making
- Slide 44
- Continuum of Assessment and Support
- Slide 46
- Slide 47
- The Problem-solving Process
- Slide 49
- Requirements for Supplemental Interventions
- Slide 51
- Slide 52
- The research says to hellip
- Slide 54
- DE Contacts
- Thanks
-
Student and Staff DebriefingSome information that might be useful
What happenedDo you understand why it happenedWhy did you do what you didWhat could you have done insteadWhat could you do if there is a ldquonext timerdquoHow can we help you if there is a ldquonext timerdquoHow can we help you so there will not be a ldquonext
timerdquo
Safe and Effective Use of Seclusion amp Restraint
bull Remember safety firstbull Your safetybull The safety of the student and othersbull Certain things to remember
ndash The studentrsquos condition (age physical condition presence of weapon)
ndash Control of the student (immobilization of the student but only to the extent necessary)
ndash Protection of the student (avoid actions that threaten the studentrsquos health or safety)
Safe and Effective Use of Seclusion amp Restraint
Effective use
What are the purposes of seclusion and restraint
Does the use of seclusion and restraint in a particular case advance one of those purposes
Is seclusion and restraint used only when necessary
For More Information hellip
Feel free to contact
o your districtrsquos director of special education
o your AEA
o the Iowa Department of Education
Prevention is Key
PBIS is a broad range of systemic and individualized strategies for achieving important social and learning outcomes while preventing problem behavior
Contributed by OSEP Center on PBIS
What does the research say about PBIS
PBIS has been shown to increase preferred behaviors increase student time spent in instruction decrease office referrals and decrease suspensions
Lohrmann et al (2008)
helliphellip reliance on exclusionary and punishment-centered disciplinary practices without pro-active supports has been shown to increase problem behavior
Mayer (1995)
Positive Behavior Interventions and Supports (PBIS)
school and classroom-wide systems for all students staff and settings
specialized groupsystems for at-risk students
individualizedsystems for high-risk students
80 of
Students
15
5
CONTINUUM OF SCHOOL-WIDE BEHAVIOR SUPPORT
Tertiary Prevention
Secondary Prevention
Primary Prevention
Teaching Matrix
SETTING
All Settings Hallways Playgrounds CafeteriaLibrary
Computer Lab
Assembly Bus
Respect Ourselves
Be on taskGive your best effort
Be prepared
Walk Have a plan
Eat all your food
Select healthy foods
Study read compute
Sit in one spotWatch for your
stop
Respect Others
Be kindHandsfeet to
selfHelpshare with others
Use normal voice volumeWalk to right
Play safeInclude others
Share equipment
Practice good table manners
WhisperReturn books
ListenwatchUse appropriate
applause
Use a quiet voice
Stay in your seat
Respect Property
RecycleClean up after self
Pick up litterMaintain physical space
Use equipment properly
Put litter in garbage can
Replace trays amp utensilsClean up
eating area3
Push in chairs
Treat books carefully
Pick upTreat chairs
appropriately
Wipe your feetSit
appropriately
1 SOCIAL SKILL
3BEHAVIOREXAMPLES
2 NATU
RAL
CO
NTEXT
Positive Behavior Interventions and Supports (PBIS)
Positive relationships and positive interactions increase the likelihood of appropriate (positive) student responses
Teaching positively stated expectations (ldquodohelliprdquo) not negative (ldquodo notrdquo)
Defining clear equitable predictable consequences for meeting expectations
Defining clear equitable predictable consequences for not meeting expectations
Focus on teaching acceptable replacement behaviors
Examples of Data Decision Making
bull 1048700 Office Discipline Referrals
bull How many does it take before further action
bull What is the action
bull 1048700 Attendance
bull 1048700 Assignments
bull 1048700 Grades
How many does it take before
further action
What is the action
Using Data
bull School-Widendash Whatrsquos happeningndash Are we meeting our goalsndash Are we doing what we said we would
bull Individual Studentsndash Whatrsquos happeningndash What do we do nextndash Are we doing what we said we would
Assessment of systems
Continuum of Assessment and Support
Universal interventions
Specialized group interventions
Specialized individual intervention
Specialized individual intervention
Functional analysis
Functional Behavioral
assessment
Simple functional assessment
(Crone Horner 2003)
1 - 2
3 ndash 7
5 ndash 15
80 -85
Supplemental
Supplemental Supports
bull For those students who exhibit difficulties despite proactive school-wide prevention efforts
bull Likely to be students with both academic amp behavioral challenges
bull Approximately 10 of school population
The Problem-solving Process
1 Define the problem What is the problem and why is it happening
4 Evaluate Did our plan work
2 Develop a plan What are we going to do
3Implement the plan Carry out the intervention
Conduct Brief Functional Assessment
Is the behavior maintained by escape
from social interaction
Is the behavior related to lack of academic skills
Is the behavior maintained by peer
attention
Escape Motivated BEP
Reduce adult interaction
Use escape as a reinforcer
BEP + Academic Support
Increase academic support
Peer Motivated BEP
Allow student to earn reinforcers to share with peers
Horner Hawken Marsh
Requirements for Supplemental Interventions
Targeted individualized or small group interventions
bull 1048698 based on functional behavioral assessment information
bull 1048698 social skills instruction
bull 1048698 behavioral programming
Multiple opportunities forhigh rates of academic
success
Daily behavioral monitoring -Self andor adult
Regular frequentopportunities for positive reinforcement
Home-school connection
Critical Features of Supplemental Interventions
bull 1048700 Intervention is continuously available
bull 1048700 Rapid access to intervention (less than a week)
bull 1048700 Very low effort by teachers
bull 1048700 Positive system of support
bull 1048700 Implemented by all stafffaculty in a school
bull 1048700 Flexible intervention based on assessment (FBA)
bull 1048700 Consistent with school-wide expectations
bull 1048700 Adequate resources (admin team)
bull 1048700 Weekly meetings
bull 1048700 Student chooses to participate
bull 1048700 Continuous monitoring for decision-making
Rememberhellip
Without school-wide prevention
we cannot reliably identify
targeted-level students
The research says to hellip
bull Create systems-based preventive continuum of behavior support
bull Focus on adult behavior
bull Utilize data based decisions
bull Give priority to academic success
bull Invest in evidence-based practices
bull Teach amp acknowledge behavioral expectations
bull Work from a person-centered function-based approach
DE Contacts
Challenging Behaviors
Barb Rankin (515) 281 5447 barbrankiniowagov
Positive Behavior Supports (PBIS)
Susan Bruce (515) 281 3943 susanbruceiowagov
Thanks
Again thank you for your work on behalf of Iowarsquos children and families
Please feel free to contact the Iowa Department of Education or your trainer if you require further information
wwwiowagoveducate
- Amended Administrative Rules on Corporal Punishment Restraint and Physical Confinement and Detention
- Amended Rules
- Training Requirement
- Training Subjects
- Chapter 103rsquos Purpose [1031]
- Ban on Corporal Punishment [1032]
- What Corporal Punishment Is Not [1033]
- Material Restraints [1033]
- Exceptions amp Privileges [1034]
- Slide 10
- What is ldquoreasonable forcerdquo [1035]
- Slide 12
- Physical Confinement amp Detention [1036]
- Slide 14
- Slide 15
- Slide 16
- Additional Mandatory Minimum Procedures [1037]
- Definition of Physical Restraint
- Use of Seclusion and Restraint
- Restraint Additional Provisions [1038]
- Notice to Parents [1037]
- Documentation Required [1037]
- Documentation Contents
- Slide 24
- Additional Policies and Procedures
- Disciplinary options to seclusion amp restraint
- Slide 27
- Crisis Prevention Crisis Intervention Crisis De-escalation
- Slide 29
- De-escalation techniques
- Behavior Intervention Plan vs Crisis
- Student and Staff Debriefing
- Slide 33
- Safe and Effective Use of Seclusion amp Restraint
- Slide 35
- For More Information hellip
- Slide 37
- Prevention is Key
- Positive Behavior Interventions and Supports (PBIS)
- Slide 40
- Slide 41
- Slide 42
- Examples of Data Decision Making
- Slide 44
- Continuum of Assessment and Support
- Slide 46
- Slide 47
- The Problem-solving Process
- Slide 49
- Requirements for Supplemental Interventions
- Slide 51
- Slide 52
- The research says to hellip
- Slide 54
- DE Contacts
- Thanks
-
Safe and Effective Use of Seclusion amp Restraint
bull Remember safety firstbull Your safetybull The safety of the student and othersbull Certain things to remember
ndash The studentrsquos condition (age physical condition presence of weapon)
ndash Control of the student (immobilization of the student but only to the extent necessary)
ndash Protection of the student (avoid actions that threaten the studentrsquos health or safety)
Safe and Effective Use of Seclusion amp Restraint
Effective use
What are the purposes of seclusion and restraint
Does the use of seclusion and restraint in a particular case advance one of those purposes
Is seclusion and restraint used only when necessary
For More Information hellip
Feel free to contact
o your districtrsquos director of special education
o your AEA
o the Iowa Department of Education
Prevention is Key
PBIS is a broad range of systemic and individualized strategies for achieving important social and learning outcomes while preventing problem behavior
Contributed by OSEP Center on PBIS
What does the research say about PBIS
PBIS has been shown to increase preferred behaviors increase student time spent in instruction decrease office referrals and decrease suspensions
Lohrmann et al (2008)
helliphellip reliance on exclusionary and punishment-centered disciplinary practices without pro-active supports has been shown to increase problem behavior
Mayer (1995)
Positive Behavior Interventions and Supports (PBIS)
school and classroom-wide systems for all students staff and settings
specialized groupsystems for at-risk students
individualizedsystems for high-risk students
80 of
Students
15
5
CONTINUUM OF SCHOOL-WIDE BEHAVIOR SUPPORT
Tertiary Prevention
Secondary Prevention
Primary Prevention
Teaching Matrix
SETTING
All Settings Hallways Playgrounds CafeteriaLibrary
Computer Lab
Assembly Bus
Respect Ourselves
Be on taskGive your best effort
Be prepared
Walk Have a plan
Eat all your food
Select healthy foods
Study read compute
Sit in one spotWatch for your
stop
Respect Others
Be kindHandsfeet to
selfHelpshare with others
Use normal voice volumeWalk to right
Play safeInclude others
Share equipment
Practice good table manners
WhisperReturn books
ListenwatchUse appropriate
applause
Use a quiet voice
Stay in your seat
Respect Property
RecycleClean up after self
Pick up litterMaintain physical space
Use equipment properly
Put litter in garbage can
Replace trays amp utensilsClean up
eating area3
Push in chairs
Treat books carefully
Pick upTreat chairs
appropriately
Wipe your feetSit
appropriately
1 SOCIAL SKILL
3BEHAVIOREXAMPLES
2 NATU
RAL
CO
NTEXT
Positive Behavior Interventions and Supports (PBIS)
Positive relationships and positive interactions increase the likelihood of appropriate (positive) student responses
Teaching positively stated expectations (ldquodohelliprdquo) not negative (ldquodo notrdquo)
Defining clear equitable predictable consequences for meeting expectations
Defining clear equitable predictable consequences for not meeting expectations
Focus on teaching acceptable replacement behaviors
Examples of Data Decision Making
bull 1048700 Office Discipline Referrals
bull How many does it take before further action
bull What is the action
bull 1048700 Attendance
bull 1048700 Assignments
bull 1048700 Grades
How many does it take before
further action
What is the action
Using Data
bull School-Widendash Whatrsquos happeningndash Are we meeting our goalsndash Are we doing what we said we would
bull Individual Studentsndash Whatrsquos happeningndash What do we do nextndash Are we doing what we said we would
Assessment of systems
Continuum of Assessment and Support
Universal interventions
Specialized group interventions
Specialized individual intervention
Specialized individual intervention
Functional analysis
Functional Behavioral
assessment
Simple functional assessment
(Crone Horner 2003)
1 - 2
3 ndash 7
5 ndash 15
80 -85
Supplemental
Supplemental Supports
bull For those students who exhibit difficulties despite proactive school-wide prevention efforts
bull Likely to be students with both academic amp behavioral challenges
bull Approximately 10 of school population
The Problem-solving Process
1 Define the problem What is the problem and why is it happening
4 Evaluate Did our plan work
2 Develop a plan What are we going to do
3Implement the plan Carry out the intervention
Conduct Brief Functional Assessment
Is the behavior maintained by escape
from social interaction
Is the behavior related to lack of academic skills
Is the behavior maintained by peer
attention
Escape Motivated BEP
Reduce adult interaction
Use escape as a reinforcer
BEP + Academic Support
Increase academic support
Peer Motivated BEP
Allow student to earn reinforcers to share with peers
Horner Hawken Marsh
Requirements for Supplemental Interventions
Targeted individualized or small group interventions
bull 1048698 based on functional behavioral assessment information
bull 1048698 social skills instruction
bull 1048698 behavioral programming
Multiple opportunities forhigh rates of academic
success
Daily behavioral monitoring -Self andor adult
Regular frequentopportunities for positive reinforcement
Home-school connection
Critical Features of Supplemental Interventions
bull 1048700 Intervention is continuously available
bull 1048700 Rapid access to intervention (less than a week)
bull 1048700 Very low effort by teachers
bull 1048700 Positive system of support
bull 1048700 Implemented by all stafffaculty in a school
bull 1048700 Flexible intervention based on assessment (FBA)
bull 1048700 Consistent with school-wide expectations
bull 1048700 Adequate resources (admin team)
bull 1048700 Weekly meetings
bull 1048700 Student chooses to participate
bull 1048700 Continuous monitoring for decision-making
Rememberhellip
Without school-wide prevention
we cannot reliably identify
targeted-level students
The research says to hellip
bull Create systems-based preventive continuum of behavior support
bull Focus on adult behavior
bull Utilize data based decisions
bull Give priority to academic success
bull Invest in evidence-based practices
bull Teach amp acknowledge behavioral expectations
bull Work from a person-centered function-based approach
DE Contacts
Challenging Behaviors
Barb Rankin (515) 281 5447 barbrankiniowagov
Positive Behavior Supports (PBIS)
Susan Bruce (515) 281 3943 susanbruceiowagov
Thanks
Again thank you for your work on behalf of Iowarsquos children and families
Please feel free to contact the Iowa Department of Education or your trainer if you require further information
wwwiowagoveducate
- Amended Administrative Rules on Corporal Punishment Restraint and Physical Confinement and Detention
- Amended Rules
- Training Requirement
- Training Subjects
- Chapter 103rsquos Purpose [1031]
- Ban on Corporal Punishment [1032]
- What Corporal Punishment Is Not [1033]
- Material Restraints [1033]
- Exceptions amp Privileges [1034]
- Slide 10
- What is ldquoreasonable forcerdquo [1035]
- Slide 12
- Physical Confinement amp Detention [1036]
- Slide 14
- Slide 15
- Slide 16
- Additional Mandatory Minimum Procedures [1037]
- Definition of Physical Restraint
- Use of Seclusion and Restraint
- Restraint Additional Provisions [1038]
- Notice to Parents [1037]
- Documentation Required [1037]
- Documentation Contents
- Slide 24
- Additional Policies and Procedures
- Disciplinary options to seclusion amp restraint
- Slide 27
- Crisis Prevention Crisis Intervention Crisis De-escalation
- Slide 29
- De-escalation techniques
- Behavior Intervention Plan vs Crisis
- Student and Staff Debriefing
- Slide 33
- Safe and Effective Use of Seclusion amp Restraint
- Slide 35
- For More Information hellip
- Slide 37
- Prevention is Key
- Positive Behavior Interventions and Supports (PBIS)
- Slide 40
- Slide 41
- Slide 42
- Examples of Data Decision Making
- Slide 44
- Continuum of Assessment and Support
- Slide 46
- Slide 47
- The Problem-solving Process
- Slide 49
- Requirements for Supplemental Interventions
- Slide 51
- Slide 52
- The research says to hellip
- Slide 54
- DE Contacts
- Thanks
-
Safe and Effective Use of Seclusion amp Restraint
Effective use
What are the purposes of seclusion and restraint
Does the use of seclusion and restraint in a particular case advance one of those purposes
Is seclusion and restraint used only when necessary
For More Information hellip
Feel free to contact
o your districtrsquos director of special education
o your AEA
o the Iowa Department of Education
Prevention is Key
PBIS is a broad range of systemic and individualized strategies for achieving important social and learning outcomes while preventing problem behavior
Contributed by OSEP Center on PBIS
What does the research say about PBIS
PBIS has been shown to increase preferred behaviors increase student time spent in instruction decrease office referrals and decrease suspensions
Lohrmann et al (2008)
helliphellip reliance on exclusionary and punishment-centered disciplinary practices without pro-active supports has been shown to increase problem behavior
Mayer (1995)
Positive Behavior Interventions and Supports (PBIS)
school and classroom-wide systems for all students staff and settings
specialized groupsystems for at-risk students
individualizedsystems for high-risk students
80 of
Students
15
5
CONTINUUM OF SCHOOL-WIDE BEHAVIOR SUPPORT
Tertiary Prevention
Secondary Prevention
Primary Prevention
Teaching Matrix
SETTING
All Settings Hallways Playgrounds CafeteriaLibrary
Computer Lab
Assembly Bus
Respect Ourselves
Be on taskGive your best effort
Be prepared
Walk Have a plan
Eat all your food
Select healthy foods
Study read compute
Sit in one spotWatch for your
stop
Respect Others
Be kindHandsfeet to
selfHelpshare with others
Use normal voice volumeWalk to right
Play safeInclude others
Share equipment
Practice good table manners
WhisperReturn books
ListenwatchUse appropriate
applause
Use a quiet voice
Stay in your seat
Respect Property
RecycleClean up after self
Pick up litterMaintain physical space
Use equipment properly
Put litter in garbage can
Replace trays amp utensilsClean up
eating area3
Push in chairs
Treat books carefully
Pick upTreat chairs
appropriately
Wipe your feetSit
appropriately
1 SOCIAL SKILL
3BEHAVIOREXAMPLES
2 NATU
RAL
CO
NTEXT
Positive Behavior Interventions and Supports (PBIS)
Positive relationships and positive interactions increase the likelihood of appropriate (positive) student responses
Teaching positively stated expectations (ldquodohelliprdquo) not negative (ldquodo notrdquo)
Defining clear equitable predictable consequences for meeting expectations
Defining clear equitable predictable consequences for not meeting expectations
Focus on teaching acceptable replacement behaviors
Examples of Data Decision Making
bull 1048700 Office Discipline Referrals
bull How many does it take before further action
bull What is the action
bull 1048700 Attendance
bull 1048700 Assignments
bull 1048700 Grades
How many does it take before
further action
What is the action
Using Data
bull School-Widendash Whatrsquos happeningndash Are we meeting our goalsndash Are we doing what we said we would
bull Individual Studentsndash Whatrsquos happeningndash What do we do nextndash Are we doing what we said we would
Assessment of systems
Continuum of Assessment and Support
Universal interventions
Specialized group interventions
Specialized individual intervention
Specialized individual intervention
Functional analysis
Functional Behavioral
assessment
Simple functional assessment
(Crone Horner 2003)
1 - 2
3 ndash 7
5 ndash 15
80 -85
Supplemental
Supplemental Supports
bull For those students who exhibit difficulties despite proactive school-wide prevention efforts
bull Likely to be students with both academic amp behavioral challenges
bull Approximately 10 of school population
The Problem-solving Process
1 Define the problem What is the problem and why is it happening
4 Evaluate Did our plan work
2 Develop a plan What are we going to do
3Implement the plan Carry out the intervention
Conduct Brief Functional Assessment
Is the behavior maintained by escape
from social interaction
Is the behavior related to lack of academic skills
Is the behavior maintained by peer
attention
Escape Motivated BEP
Reduce adult interaction
Use escape as a reinforcer
BEP + Academic Support
Increase academic support
Peer Motivated BEP
Allow student to earn reinforcers to share with peers
Horner Hawken Marsh
Requirements for Supplemental Interventions
Targeted individualized or small group interventions
bull 1048698 based on functional behavioral assessment information
bull 1048698 social skills instruction
bull 1048698 behavioral programming
Multiple opportunities forhigh rates of academic
success
Daily behavioral monitoring -Self andor adult
Regular frequentopportunities for positive reinforcement
Home-school connection
Critical Features of Supplemental Interventions
bull 1048700 Intervention is continuously available
bull 1048700 Rapid access to intervention (less than a week)
bull 1048700 Very low effort by teachers
bull 1048700 Positive system of support
bull 1048700 Implemented by all stafffaculty in a school
bull 1048700 Flexible intervention based on assessment (FBA)
bull 1048700 Consistent with school-wide expectations
bull 1048700 Adequate resources (admin team)
bull 1048700 Weekly meetings
bull 1048700 Student chooses to participate
bull 1048700 Continuous monitoring for decision-making
Rememberhellip
Without school-wide prevention
we cannot reliably identify
targeted-level students
The research says to hellip
bull Create systems-based preventive continuum of behavior support
bull Focus on adult behavior
bull Utilize data based decisions
bull Give priority to academic success
bull Invest in evidence-based practices
bull Teach amp acknowledge behavioral expectations
bull Work from a person-centered function-based approach
DE Contacts
Challenging Behaviors
Barb Rankin (515) 281 5447 barbrankiniowagov
Positive Behavior Supports (PBIS)
Susan Bruce (515) 281 3943 susanbruceiowagov
Thanks
Again thank you for your work on behalf of Iowarsquos children and families
Please feel free to contact the Iowa Department of Education or your trainer if you require further information
wwwiowagoveducate
- Amended Administrative Rules on Corporal Punishment Restraint and Physical Confinement and Detention
- Amended Rules
- Training Requirement
- Training Subjects
- Chapter 103rsquos Purpose [1031]
- Ban on Corporal Punishment [1032]
- What Corporal Punishment Is Not [1033]
- Material Restraints [1033]
- Exceptions amp Privileges [1034]
- Slide 10
- What is ldquoreasonable forcerdquo [1035]
- Slide 12
- Physical Confinement amp Detention [1036]
- Slide 14
- Slide 15
- Slide 16
- Additional Mandatory Minimum Procedures [1037]
- Definition of Physical Restraint
- Use of Seclusion and Restraint
- Restraint Additional Provisions [1038]
- Notice to Parents [1037]
- Documentation Required [1037]
- Documentation Contents
- Slide 24
- Additional Policies and Procedures
- Disciplinary options to seclusion amp restraint
- Slide 27
- Crisis Prevention Crisis Intervention Crisis De-escalation
- Slide 29
- De-escalation techniques
- Behavior Intervention Plan vs Crisis
- Student and Staff Debriefing
- Slide 33
- Safe and Effective Use of Seclusion amp Restraint
- Slide 35
- For More Information hellip
- Slide 37
- Prevention is Key
- Positive Behavior Interventions and Supports (PBIS)
- Slide 40
- Slide 41
- Slide 42
- Examples of Data Decision Making
- Slide 44
- Continuum of Assessment and Support
- Slide 46
- Slide 47
- The Problem-solving Process
- Slide 49
- Requirements for Supplemental Interventions
- Slide 51
- Slide 52
- The research says to hellip
- Slide 54
- DE Contacts
- Thanks
-
For More Information hellip
Feel free to contact
o your districtrsquos director of special education
o your AEA
o the Iowa Department of Education
Prevention is Key
PBIS is a broad range of systemic and individualized strategies for achieving important social and learning outcomes while preventing problem behavior
Contributed by OSEP Center on PBIS
What does the research say about PBIS
PBIS has been shown to increase preferred behaviors increase student time spent in instruction decrease office referrals and decrease suspensions
Lohrmann et al (2008)
helliphellip reliance on exclusionary and punishment-centered disciplinary practices without pro-active supports has been shown to increase problem behavior
Mayer (1995)
Positive Behavior Interventions and Supports (PBIS)
school and classroom-wide systems for all students staff and settings
specialized groupsystems for at-risk students
individualizedsystems for high-risk students
80 of
Students
15
5
CONTINUUM OF SCHOOL-WIDE BEHAVIOR SUPPORT
Tertiary Prevention
Secondary Prevention
Primary Prevention
Teaching Matrix
SETTING
All Settings Hallways Playgrounds CafeteriaLibrary
Computer Lab
Assembly Bus
Respect Ourselves
Be on taskGive your best effort
Be prepared
Walk Have a plan
Eat all your food
Select healthy foods
Study read compute
Sit in one spotWatch for your
stop
Respect Others
Be kindHandsfeet to
selfHelpshare with others
Use normal voice volumeWalk to right
Play safeInclude others
Share equipment
Practice good table manners
WhisperReturn books
ListenwatchUse appropriate
applause
Use a quiet voice
Stay in your seat
Respect Property
RecycleClean up after self
Pick up litterMaintain physical space
Use equipment properly
Put litter in garbage can
Replace trays amp utensilsClean up
eating area3
Push in chairs
Treat books carefully
Pick upTreat chairs
appropriately
Wipe your feetSit
appropriately
1 SOCIAL SKILL
3BEHAVIOREXAMPLES
2 NATU
RAL
CO
NTEXT
Positive Behavior Interventions and Supports (PBIS)
Positive relationships and positive interactions increase the likelihood of appropriate (positive) student responses
Teaching positively stated expectations (ldquodohelliprdquo) not negative (ldquodo notrdquo)
Defining clear equitable predictable consequences for meeting expectations
Defining clear equitable predictable consequences for not meeting expectations
Focus on teaching acceptable replacement behaviors
Examples of Data Decision Making
bull 1048700 Office Discipline Referrals
bull How many does it take before further action
bull What is the action
bull 1048700 Attendance
bull 1048700 Assignments
bull 1048700 Grades
How many does it take before
further action
What is the action
Using Data
bull School-Widendash Whatrsquos happeningndash Are we meeting our goalsndash Are we doing what we said we would
bull Individual Studentsndash Whatrsquos happeningndash What do we do nextndash Are we doing what we said we would
Assessment of systems
Continuum of Assessment and Support
Universal interventions
Specialized group interventions
Specialized individual intervention
Specialized individual intervention
Functional analysis
Functional Behavioral
assessment
Simple functional assessment
(Crone Horner 2003)
1 - 2
3 ndash 7
5 ndash 15
80 -85
Supplemental
Supplemental Supports
bull For those students who exhibit difficulties despite proactive school-wide prevention efforts
bull Likely to be students with both academic amp behavioral challenges
bull Approximately 10 of school population
The Problem-solving Process
1 Define the problem What is the problem and why is it happening
4 Evaluate Did our plan work
2 Develop a plan What are we going to do
3Implement the plan Carry out the intervention
Conduct Brief Functional Assessment
Is the behavior maintained by escape
from social interaction
Is the behavior related to lack of academic skills
Is the behavior maintained by peer
attention
Escape Motivated BEP
Reduce adult interaction
Use escape as a reinforcer
BEP + Academic Support
Increase academic support
Peer Motivated BEP
Allow student to earn reinforcers to share with peers
Horner Hawken Marsh
Requirements for Supplemental Interventions
Targeted individualized or small group interventions
bull 1048698 based on functional behavioral assessment information
bull 1048698 social skills instruction
bull 1048698 behavioral programming
Multiple opportunities forhigh rates of academic
success
Daily behavioral monitoring -Self andor adult
Regular frequentopportunities for positive reinforcement
Home-school connection
Critical Features of Supplemental Interventions
bull 1048700 Intervention is continuously available
bull 1048700 Rapid access to intervention (less than a week)
bull 1048700 Very low effort by teachers
bull 1048700 Positive system of support
bull 1048700 Implemented by all stafffaculty in a school
bull 1048700 Flexible intervention based on assessment (FBA)
bull 1048700 Consistent with school-wide expectations
bull 1048700 Adequate resources (admin team)
bull 1048700 Weekly meetings
bull 1048700 Student chooses to participate
bull 1048700 Continuous monitoring for decision-making
Rememberhellip
Without school-wide prevention
we cannot reliably identify
targeted-level students
The research says to hellip
bull Create systems-based preventive continuum of behavior support
bull Focus on adult behavior
bull Utilize data based decisions
bull Give priority to academic success
bull Invest in evidence-based practices
bull Teach amp acknowledge behavioral expectations
bull Work from a person-centered function-based approach
DE Contacts
Challenging Behaviors
Barb Rankin (515) 281 5447 barbrankiniowagov
Positive Behavior Supports (PBIS)
Susan Bruce (515) 281 3943 susanbruceiowagov
Thanks
Again thank you for your work on behalf of Iowarsquos children and families
Please feel free to contact the Iowa Department of Education or your trainer if you require further information
wwwiowagoveducate
- Amended Administrative Rules on Corporal Punishment Restraint and Physical Confinement and Detention
- Amended Rules
- Training Requirement
- Training Subjects
- Chapter 103rsquos Purpose [1031]
- Ban on Corporal Punishment [1032]
- What Corporal Punishment Is Not [1033]
- Material Restraints [1033]
- Exceptions amp Privileges [1034]
- Slide 10
- What is ldquoreasonable forcerdquo [1035]
- Slide 12
- Physical Confinement amp Detention [1036]
- Slide 14
- Slide 15
- Slide 16
- Additional Mandatory Minimum Procedures [1037]
- Definition of Physical Restraint
- Use of Seclusion and Restraint
- Restraint Additional Provisions [1038]
- Notice to Parents [1037]
- Documentation Required [1037]
- Documentation Contents
- Slide 24
- Additional Policies and Procedures
- Disciplinary options to seclusion amp restraint
- Slide 27
- Crisis Prevention Crisis Intervention Crisis De-escalation
- Slide 29
- De-escalation techniques
- Behavior Intervention Plan vs Crisis
- Student and Staff Debriefing
- Slide 33
- Safe and Effective Use of Seclusion amp Restraint
- Slide 35
- For More Information hellip
- Slide 37
- Prevention is Key
- Positive Behavior Interventions and Supports (PBIS)
- Slide 40
- Slide 41
- Slide 42
- Examples of Data Decision Making
- Slide 44
- Continuum of Assessment and Support
- Slide 46
- Slide 47
- The Problem-solving Process
- Slide 49
- Requirements for Supplemental Interventions
- Slide 51
- Slide 52
- The research says to hellip
- Slide 54
- DE Contacts
- Thanks
-
Prevention is Key
PBIS is a broad range of systemic and individualized strategies for achieving important social and learning outcomes while preventing problem behavior
Contributed by OSEP Center on PBIS
What does the research say about PBIS
PBIS has been shown to increase preferred behaviors increase student time spent in instruction decrease office referrals and decrease suspensions
Lohrmann et al (2008)
helliphellip reliance on exclusionary and punishment-centered disciplinary practices without pro-active supports has been shown to increase problem behavior
Mayer (1995)
Positive Behavior Interventions and Supports (PBIS)
school and classroom-wide systems for all students staff and settings
specialized groupsystems for at-risk students
individualizedsystems for high-risk students
80 of
Students
15
5
CONTINUUM OF SCHOOL-WIDE BEHAVIOR SUPPORT
Tertiary Prevention
Secondary Prevention
Primary Prevention
Teaching Matrix
SETTING
All Settings Hallways Playgrounds CafeteriaLibrary
Computer Lab
Assembly Bus
Respect Ourselves
Be on taskGive your best effort
Be prepared
Walk Have a plan
Eat all your food
Select healthy foods
Study read compute
Sit in one spotWatch for your
stop
Respect Others
Be kindHandsfeet to
selfHelpshare with others
Use normal voice volumeWalk to right
Play safeInclude others
Share equipment
Practice good table manners
WhisperReturn books
ListenwatchUse appropriate
applause
Use a quiet voice
Stay in your seat
Respect Property
RecycleClean up after self
Pick up litterMaintain physical space
Use equipment properly
Put litter in garbage can
Replace trays amp utensilsClean up
eating area3
Push in chairs
Treat books carefully
Pick upTreat chairs
appropriately
Wipe your feetSit
appropriately
1 SOCIAL SKILL
3BEHAVIOREXAMPLES
2 NATU
RAL
CO
NTEXT
Positive Behavior Interventions and Supports (PBIS)
Positive relationships and positive interactions increase the likelihood of appropriate (positive) student responses
Teaching positively stated expectations (ldquodohelliprdquo) not negative (ldquodo notrdquo)
Defining clear equitable predictable consequences for meeting expectations
Defining clear equitable predictable consequences for not meeting expectations
Focus on teaching acceptable replacement behaviors
Examples of Data Decision Making
bull 1048700 Office Discipline Referrals
bull How many does it take before further action
bull What is the action
bull 1048700 Attendance
bull 1048700 Assignments
bull 1048700 Grades
How many does it take before
further action
What is the action
Using Data
bull School-Widendash Whatrsquos happeningndash Are we meeting our goalsndash Are we doing what we said we would
bull Individual Studentsndash Whatrsquos happeningndash What do we do nextndash Are we doing what we said we would
Assessment of systems
Continuum of Assessment and Support
Universal interventions
Specialized group interventions
Specialized individual intervention
Specialized individual intervention
Functional analysis
Functional Behavioral
assessment
Simple functional assessment
(Crone Horner 2003)
1 - 2
3 ndash 7
5 ndash 15
80 -85
Supplemental
Supplemental Supports
bull For those students who exhibit difficulties despite proactive school-wide prevention efforts
bull Likely to be students with both academic amp behavioral challenges
bull Approximately 10 of school population
The Problem-solving Process
1 Define the problem What is the problem and why is it happening
4 Evaluate Did our plan work
2 Develop a plan What are we going to do
3Implement the plan Carry out the intervention
Conduct Brief Functional Assessment
Is the behavior maintained by escape
from social interaction
Is the behavior related to lack of academic skills
Is the behavior maintained by peer
attention
Escape Motivated BEP
Reduce adult interaction
Use escape as a reinforcer
BEP + Academic Support
Increase academic support
Peer Motivated BEP
Allow student to earn reinforcers to share with peers
Horner Hawken Marsh
Requirements for Supplemental Interventions
Targeted individualized or small group interventions
bull 1048698 based on functional behavioral assessment information
bull 1048698 social skills instruction
bull 1048698 behavioral programming
Multiple opportunities forhigh rates of academic
success
Daily behavioral monitoring -Self andor adult
Regular frequentopportunities for positive reinforcement
Home-school connection
Critical Features of Supplemental Interventions
bull 1048700 Intervention is continuously available
bull 1048700 Rapid access to intervention (less than a week)
bull 1048700 Very low effort by teachers
bull 1048700 Positive system of support
bull 1048700 Implemented by all stafffaculty in a school
bull 1048700 Flexible intervention based on assessment (FBA)
bull 1048700 Consistent with school-wide expectations
bull 1048700 Adequate resources (admin team)
bull 1048700 Weekly meetings
bull 1048700 Student chooses to participate
bull 1048700 Continuous monitoring for decision-making
Rememberhellip
Without school-wide prevention
we cannot reliably identify
targeted-level students
The research says to hellip
bull Create systems-based preventive continuum of behavior support
bull Focus on adult behavior
bull Utilize data based decisions
bull Give priority to academic success
bull Invest in evidence-based practices
bull Teach amp acknowledge behavioral expectations
bull Work from a person-centered function-based approach
DE Contacts
Challenging Behaviors
Barb Rankin (515) 281 5447 barbrankiniowagov
Positive Behavior Supports (PBIS)
Susan Bruce (515) 281 3943 susanbruceiowagov
Thanks
Again thank you for your work on behalf of Iowarsquos children and families
Please feel free to contact the Iowa Department of Education or your trainer if you require further information
wwwiowagoveducate
- Amended Administrative Rules on Corporal Punishment Restraint and Physical Confinement and Detention
- Amended Rules
- Training Requirement
- Training Subjects
- Chapter 103rsquos Purpose [1031]
- Ban on Corporal Punishment [1032]
- What Corporal Punishment Is Not [1033]
- Material Restraints [1033]
- Exceptions amp Privileges [1034]
- Slide 10
- What is ldquoreasonable forcerdquo [1035]
- Slide 12
- Physical Confinement amp Detention [1036]
- Slide 14
- Slide 15
- Slide 16
- Additional Mandatory Minimum Procedures [1037]
- Definition of Physical Restraint
- Use of Seclusion and Restraint
- Restraint Additional Provisions [1038]
- Notice to Parents [1037]
- Documentation Required [1037]
- Documentation Contents
- Slide 24
- Additional Policies and Procedures
- Disciplinary options to seclusion amp restraint
- Slide 27
- Crisis Prevention Crisis Intervention Crisis De-escalation
- Slide 29
- De-escalation techniques
- Behavior Intervention Plan vs Crisis
- Student and Staff Debriefing
- Slide 33
- Safe and Effective Use of Seclusion amp Restraint
- Slide 35
- For More Information hellip
- Slide 37
- Prevention is Key
- Positive Behavior Interventions and Supports (PBIS)
- Slide 40
- Slide 41
- Slide 42
- Examples of Data Decision Making
- Slide 44
- Continuum of Assessment and Support
- Slide 46
- Slide 47
- The Problem-solving Process
- Slide 49
- Requirements for Supplemental Interventions
- Slide 51
- Slide 52
- The research says to hellip
- Slide 54
- DE Contacts
- Thanks
-
What does the research say about PBIS
PBIS has been shown to increase preferred behaviors increase student time spent in instruction decrease office referrals and decrease suspensions
Lohrmann et al (2008)
helliphellip reliance on exclusionary and punishment-centered disciplinary practices without pro-active supports has been shown to increase problem behavior
Mayer (1995)
Positive Behavior Interventions and Supports (PBIS)
school and classroom-wide systems for all students staff and settings
specialized groupsystems for at-risk students
individualizedsystems for high-risk students
80 of
Students
15
5
CONTINUUM OF SCHOOL-WIDE BEHAVIOR SUPPORT
Tertiary Prevention
Secondary Prevention
Primary Prevention
Teaching Matrix
SETTING
All Settings Hallways Playgrounds CafeteriaLibrary
Computer Lab
Assembly Bus
Respect Ourselves
Be on taskGive your best effort
Be prepared
Walk Have a plan
Eat all your food
Select healthy foods
Study read compute
Sit in one spotWatch for your
stop
Respect Others
Be kindHandsfeet to
selfHelpshare with others
Use normal voice volumeWalk to right
Play safeInclude others
Share equipment
Practice good table manners
WhisperReturn books
ListenwatchUse appropriate
applause
Use a quiet voice
Stay in your seat
Respect Property
RecycleClean up after self
Pick up litterMaintain physical space
Use equipment properly
Put litter in garbage can
Replace trays amp utensilsClean up
eating area3
Push in chairs
Treat books carefully
Pick upTreat chairs
appropriately
Wipe your feetSit
appropriately
1 SOCIAL SKILL
3BEHAVIOREXAMPLES
2 NATU
RAL
CO
NTEXT
Positive Behavior Interventions and Supports (PBIS)
Positive relationships and positive interactions increase the likelihood of appropriate (positive) student responses
Teaching positively stated expectations (ldquodohelliprdquo) not negative (ldquodo notrdquo)
Defining clear equitable predictable consequences for meeting expectations
Defining clear equitable predictable consequences for not meeting expectations
Focus on teaching acceptable replacement behaviors
Examples of Data Decision Making
bull 1048700 Office Discipline Referrals
bull How many does it take before further action
bull What is the action
bull 1048700 Attendance
bull 1048700 Assignments
bull 1048700 Grades
How many does it take before
further action
What is the action
Using Data
bull School-Widendash Whatrsquos happeningndash Are we meeting our goalsndash Are we doing what we said we would
bull Individual Studentsndash Whatrsquos happeningndash What do we do nextndash Are we doing what we said we would
Assessment of systems
Continuum of Assessment and Support
Universal interventions
Specialized group interventions
Specialized individual intervention
Specialized individual intervention
Functional analysis
Functional Behavioral
assessment
Simple functional assessment
(Crone Horner 2003)
1 - 2
3 ndash 7
5 ndash 15
80 -85
Supplemental
Supplemental Supports
bull For those students who exhibit difficulties despite proactive school-wide prevention efforts
bull Likely to be students with both academic amp behavioral challenges
bull Approximately 10 of school population
The Problem-solving Process
1 Define the problem What is the problem and why is it happening
4 Evaluate Did our plan work
2 Develop a plan What are we going to do
3Implement the plan Carry out the intervention
Conduct Brief Functional Assessment
Is the behavior maintained by escape
from social interaction
Is the behavior related to lack of academic skills
Is the behavior maintained by peer
attention
Escape Motivated BEP
Reduce adult interaction
Use escape as a reinforcer
BEP + Academic Support
Increase academic support
Peer Motivated BEP
Allow student to earn reinforcers to share with peers
Horner Hawken Marsh
Requirements for Supplemental Interventions
Targeted individualized or small group interventions
bull 1048698 based on functional behavioral assessment information
bull 1048698 social skills instruction
bull 1048698 behavioral programming
Multiple opportunities forhigh rates of academic
success
Daily behavioral monitoring -Self andor adult
Regular frequentopportunities for positive reinforcement
Home-school connection
Critical Features of Supplemental Interventions
bull 1048700 Intervention is continuously available
bull 1048700 Rapid access to intervention (less than a week)
bull 1048700 Very low effort by teachers
bull 1048700 Positive system of support
bull 1048700 Implemented by all stafffaculty in a school
bull 1048700 Flexible intervention based on assessment (FBA)
bull 1048700 Consistent with school-wide expectations
bull 1048700 Adequate resources (admin team)
bull 1048700 Weekly meetings
bull 1048700 Student chooses to participate
bull 1048700 Continuous monitoring for decision-making
Rememberhellip
Without school-wide prevention
we cannot reliably identify
targeted-level students
The research says to hellip
bull Create systems-based preventive continuum of behavior support
bull Focus on adult behavior
bull Utilize data based decisions
bull Give priority to academic success
bull Invest in evidence-based practices
bull Teach amp acknowledge behavioral expectations
bull Work from a person-centered function-based approach
DE Contacts
Challenging Behaviors
Barb Rankin (515) 281 5447 barbrankiniowagov
Positive Behavior Supports (PBIS)
Susan Bruce (515) 281 3943 susanbruceiowagov
Thanks
Again thank you for your work on behalf of Iowarsquos children and families
Please feel free to contact the Iowa Department of Education or your trainer if you require further information
wwwiowagoveducate
- Amended Administrative Rules on Corporal Punishment Restraint and Physical Confinement and Detention
- Amended Rules
- Training Requirement
- Training Subjects
- Chapter 103rsquos Purpose [1031]
- Ban on Corporal Punishment [1032]
- What Corporal Punishment Is Not [1033]
- Material Restraints [1033]
- Exceptions amp Privileges [1034]
- Slide 10
- What is ldquoreasonable forcerdquo [1035]
- Slide 12
- Physical Confinement amp Detention [1036]
- Slide 14
- Slide 15
- Slide 16
- Additional Mandatory Minimum Procedures [1037]
- Definition of Physical Restraint
- Use of Seclusion and Restraint
- Restraint Additional Provisions [1038]
- Notice to Parents [1037]
- Documentation Required [1037]
- Documentation Contents
- Slide 24
- Additional Policies and Procedures
- Disciplinary options to seclusion amp restraint
- Slide 27
- Crisis Prevention Crisis Intervention Crisis De-escalation
- Slide 29
- De-escalation techniques
- Behavior Intervention Plan vs Crisis
- Student and Staff Debriefing
- Slide 33
- Safe and Effective Use of Seclusion amp Restraint
- Slide 35
- For More Information hellip
- Slide 37
- Prevention is Key
- Positive Behavior Interventions and Supports (PBIS)
- Slide 40
- Slide 41
- Slide 42
- Examples of Data Decision Making
- Slide 44
- Continuum of Assessment and Support
- Slide 46
- Slide 47
- The Problem-solving Process
- Slide 49
- Requirements for Supplemental Interventions
- Slide 51
- Slide 52
- The research says to hellip
- Slide 54
- DE Contacts
- Thanks
-
school and classroom-wide systems for all students staff and settings
specialized groupsystems for at-risk students
individualizedsystems for high-risk students
80 of
Students
15
5
CONTINUUM OF SCHOOL-WIDE BEHAVIOR SUPPORT
Tertiary Prevention
Secondary Prevention
Primary Prevention
Teaching Matrix
SETTING
All Settings Hallways Playgrounds CafeteriaLibrary
Computer Lab
Assembly Bus
Respect Ourselves
Be on taskGive your best effort
Be prepared
Walk Have a plan
Eat all your food
Select healthy foods
Study read compute
Sit in one spotWatch for your
stop
Respect Others
Be kindHandsfeet to
selfHelpshare with others
Use normal voice volumeWalk to right
Play safeInclude others
Share equipment
Practice good table manners
WhisperReturn books
ListenwatchUse appropriate
applause
Use a quiet voice
Stay in your seat
Respect Property
RecycleClean up after self
Pick up litterMaintain physical space
Use equipment properly
Put litter in garbage can
Replace trays amp utensilsClean up
eating area3
Push in chairs
Treat books carefully
Pick upTreat chairs
appropriately
Wipe your feetSit
appropriately
1 SOCIAL SKILL
3BEHAVIOREXAMPLES
2 NATU
RAL
CO
NTEXT
Positive Behavior Interventions and Supports (PBIS)
Positive relationships and positive interactions increase the likelihood of appropriate (positive) student responses
Teaching positively stated expectations (ldquodohelliprdquo) not negative (ldquodo notrdquo)
Defining clear equitable predictable consequences for meeting expectations
Defining clear equitable predictable consequences for not meeting expectations
Focus on teaching acceptable replacement behaviors
Examples of Data Decision Making
bull 1048700 Office Discipline Referrals
bull How many does it take before further action
bull What is the action
bull 1048700 Attendance
bull 1048700 Assignments
bull 1048700 Grades
How many does it take before
further action
What is the action
Using Data
bull School-Widendash Whatrsquos happeningndash Are we meeting our goalsndash Are we doing what we said we would
bull Individual Studentsndash Whatrsquos happeningndash What do we do nextndash Are we doing what we said we would
Assessment of systems
Continuum of Assessment and Support
Universal interventions
Specialized group interventions
Specialized individual intervention
Specialized individual intervention
Functional analysis
Functional Behavioral
assessment
Simple functional assessment
(Crone Horner 2003)
1 - 2
3 ndash 7
5 ndash 15
80 -85
Supplemental
Supplemental Supports
bull For those students who exhibit difficulties despite proactive school-wide prevention efforts
bull Likely to be students with both academic amp behavioral challenges
bull Approximately 10 of school population
The Problem-solving Process
1 Define the problem What is the problem and why is it happening
4 Evaluate Did our plan work
2 Develop a plan What are we going to do
3Implement the plan Carry out the intervention
Conduct Brief Functional Assessment
Is the behavior maintained by escape
from social interaction
Is the behavior related to lack of academic skills
Is the behavior maintained by peer
attention
Escape Motivated BEP
Reduce adult interaction
Use escape as a reinforcer
BEP + Academic Support
Increase academic support
Peer Motivated BEP
Allow student to earn reinforcers to share with peers
Horner Hawken Marsh
Requirements for Supplemental Interventions
Targeted individualized or small group interventions
bull 1048698 based on functional behavioral assessment information
bull 1048698 social skills instruction
bull 1048698 behavioral programming
Multiple opportunities forhigh rates of academic
success
Daily behavioral monitoring -Self andor adult
Regular frequentopportunities for positive reinforcement
Home-school connection
Critical Features of Supplemental Interventions
bull 1048700 Intervention is continuously available
bull 1048700 Rapid access to intervention (less than a week)
bull 1048700 Very low effort by teachers
bull 1048700 Positive system of support
bull 1048700 Implemented by all stafffaculty in a school
bull 1048700 Flexible intervention based on assessment (FBA)
bull 1048700 Consistent with school-wide expectations
bull 1048700 Adequate resources (admin team)
bull 1048700 Weekly meetings
bull 1048700 Student chooses to participate
bull 1048700 Continuous monitoring for decision-making
Rememberhellip
Without school-wide prevention
we cannot reliably identify
targeted-level students
The research says to hellip
bull Create systems-based preventive continuum of behavior support
bull Focus on adult behavior
bull Utilize data based decisions
bull Give priority to academic success
bull Invest in evidence-based practices
bull Teach amp acknowledge behavioral expectations
bull Work from a person-centered function-based approach
DE Contacts
Challenging Behaviors
Barb Rankin (515) 281 5447 barbrankiniowagov
Positive Behavior Supports (PBIS)
Susan Bruce (515) 281 3943 susanbruceiowagov
Thanks
Again thank you for your work on behalf of Iowarsquos children and families
Please feel free to contact the Iowa Department of Education or your trainer if you require further information
wwwiowagoveducate
- Amended Administrative Rules on Corporal Punishment Restraint and Physical Confinement and Detention
- Amended Rules
- Training Requirement
- Training Subjects
- Chapter 103rsquos Purpose [1031]
- Ban on Corporal Punishment [1032]
- What Corporal Punishment Is Not [1033]
- Material Restraints [1033]
- Exceptions amp Privileges [1034]
- Slide 10
- What is ldquoreasonable forcerdquo [1035]
- Slide 12
- Physical Confinement amp Detention [1036]
- Slide 14
- Slide 15
- Slide 16
- Additional Mandatory Minimum Procedures [1037]
- Definition of Physical Restraint
- Use of Seclusion and Restraint
- Restraint Additional Provisions [1038]
- Notice to Parents [1037]
- Documentation Required [1037]
- Documentation Contents
- Slide 24
- Additional Policies and Procedures
- Disciplinary options to seclusion amp restraint
- Slide 27
- Crisis Prevention Crisis Intervention Crisis De-escalation
- Slide 29
- De-escalation techniques
- Behavior Intervention Plan vs Crisis
- Student and Staff Debriefing
- Slide 33
- Safe and Effective Use of Seclusion amp Restraint
- Slide 35
- For More Information hellip
- Slide 37
- Prevention is Key
- Positive Behavior Interventions and Supports (PBIS)
- Slide 40
- Slide 41
- Slide 42
- Examples of Data Decision Making
- Slide 44
- Continuum of Assessment and Support
- Slide 46
- Slide 47
- The Problem-solving Process
- Slide 49
- Requirements for Supplemental Interventions
- Slide 51
- Slide 52
- The research says to hellip
- Slide 54
- DE Contacts
- Thanks
-
Teaching Matrix
SETTING
All Settings Hallways Playgrounds CafeteriaLibrary
Computer Lab
Assembly Bus
Respect Ourselves
Be on taskGive your best effort
Be prepared
Walk Have a plan
Eat all your food
Select healthy foods
Study read compute
Sit in one spotWatch for your
stop
Respect Others
Be kindHandsfeet to
selfHelpshare with others
Use normal voice volumeWalk to right
Play safeInclude others
Share equipment
Practice good table manners
WhisperReturn books
ListenwatchUse appropriate
applause
Use a quiet voice
Stay in your seat
Respect Property
RecycleClean up after self
Pick up litterMaintain physical space
Use equipment properly
Put litter in garbage can
Replace trays amp utensilsClean up
eating area3
Push in chairs
Treat books carefully
Pick upTreat chairs
appropriately
Wipe your feetSit
appropriately
1 SOCIAL SKILL
3BEHAVIOREXAMPLES
2 NATU
RAL
CO
NTEXT
Positive Behavior Interventions and Supports (PBIS)
Positive relationships and positive interactions increase the likelihood of appropriate (positive) student responses
Teaching positively stated expectations (ldquodohelliprdquo) not negative (ldquodo notrdquo)
Defining clear equitable predictable consequences for meeting expectations
Defining clear equitable predictable consequences for not meeting expectations
Focus on teaching acceptable replacement behaviors
Examples of Data Decision Making
bull 1048700 Office Discipline Referrals
bull How many does it take before further action
bull What is the action
bull 1048700 Attendance
bull 1048700 Assignments
bull 1048700 Grades
How many does it take before
further action
What is the action
Using Data
bull School-Widendash Whatrsquos happeningndash Are we meeting our goalsndash Are we doing what we said we would
bull Individual Studentsndash Whatrsquos happeningndash What do we do nextndash Are we doing what we said we would
Assessment of systems
Continuum of Assessment and Support
Universal interventions
Specialized group interventions
Specialized individual intervention
Specialized individual intervention
Functional analysis
Functional Behavioral
assessment
Simple functional assessment
(Crone Horner 2003)
1 - 2
3 ndash 7
5 ndash 15
80 -85
Supplemental
Supplemental Supports
bull For those students who exhibit difficulties despite proactive school-wide prevention efforts
bull Likely to be students with both academic amp behavioral challenges
bull Approximately 10 of school population
The Problem-solving Process
1 Define the problem What is the problem and why is it happening
4 Evaluate Did our plan work
2 Develop a plan What are we going to do
3Implement the plan Carry out the intervention
Conduct Brief Functional Assessment
Is the behavior maintained by escape
from social interaction
Is the behavior related to lack of academic skills
Is the behavior maintained by peer
attention
Escape Motivated BEP
Reduce adult interaction
Use escape as a reinforcer
BEP + Academic Support
Increase academic support
Peer Motivated BEP
Allow student to earn reinforcers to share with peers
Horner Hawken Marsh
Requirements for Supplemental Interventions
Targeted individualized or small group interventions
bull 1048698 based on functional behavioral assessment information
bull 1048698 social skills instruction
bull 1048698 behavioral programming
Multiple opportunities forhigh rates of academic
success
Daily behavioral monitoring -Self andor adult
Regular frequentopportunities for positive reinforcement
Home-school connection
Critical Features of Supplemental Interventions
bull 1048700 Intervention is continuously available
bull 1048700 Rapid access to intervention (less than a week)
bull 1048700 Very low effort by teachers
bull 1048700 Positive system of support
bull 1048700 Implemented by all stafffaculty in a school
bull 1048700 Flexible intervention based on assessment (FBA)
bull 1048700 Consistent with school-wide expectations
bull 1048700 Adequate resources (admin team)
bull 1048700 Weekly meetings
bull 1048700 Student chooses to participate
bull 1048700 Continuous monitoring for decision-making
Rememberhellip
Without school-wide prevention
we cannot reliably identify
targeted-level students
The research says to hellip
bull Create systems-based preventive continuum of behavior support
bull Focus on adult behavior
bull Utilize data based decisions
bull Give priority to academic success
bull Invest in evidence-based practices
bull Teach amp acknowledge behavioral expectations
bull Work from a person-centered function-based approach
DE Contacts
Challenging Behaviors
Barb Rankin (515) 281 5447 barbrankiniowagov
Positive Behavior Supports (PBIS)
Susan Bruce (515) 281 3943 susanbruceiowagov
Thanks
Again thank you for your work on behalf of Iowarsquos children and families
Please feel free to contact the Iowa Department of Education or your trainer if you require further information
wwwiowagoveducate
- Amended Administrative Rules on Corporal Punishment Restraint and Physical Confinement and Detention
- Amended Rules
- Training Requirement
- Training Subjects
- Chapter 103rsquos Purpose [1031]
- Ban on Corporal Punishment [1032]
- What Corporal Punishment Is Not [1033]
- Material Restraints [1033]
- Exceptions amp Privileges [1034]
- Slide 10
- What is ldquoreasonable forcerdquo [1035]
- Slide 12
- Physical Confinement amp Detention [1036]
- Slide 14
- Slide 15
- Slide 16
- Additional Mandatory Minimum Procedures [1037]
- Definition of Physical Restraint
- Use of Seclusion and Restraint
- Restraint Additional Provisions [1038]
- Notice to Parents [1037]
- Documentation Required [1037]
- Documentation Contents
- Slide 24
- Additional Policies and Procedures
- Disciplinary options to seclusion amp restraint
- Slide 27
- Crisis Prevention Crisis Intervention Crisis De-escalation
- Slide 29
- De-escalation techniques
- Behavior Intervention Plan vs Crisis
- Student and Staff Debriefing
- Slide 33
- Safe and Effective Use of Seclusion amp Restraint
- Slide 35
- For More Information hellip
- Slide 37
- Prevention is Key
- Positive Behavior Interventions and Supports (PBIS)
- Slide 40
- Slide 41
- Slide 42
- Examples of Data Decision Making
- Slide 44
- Continuum of Assessment and Support
- Slide 46
- Slide 47
- The Problem-solving Process
- Slide 49
- Requirements for Supplemental Interventions
- Slide 51
- Slide 52
- The research says to hellip
- Slide 54
- DE Contacts
- Thanks
-
Positive Behavior Interventions and Supports (PBIS)
Positive relationships and positive interactions increase the likelihood of appropriate (positive) student responses
Teaching positively stated expectations (ldquodohelliprdquo) not negative (ldquodo notrdquo)
Defining clear equitable predictable consequences for meeting expectations
Defining clear equitable predictable consequences for not meeting expectations
Focus on teaching acceptable replacement behaviors
Examples of Data Decision Making
bull 1048700 Office Discipline Referrals
bull How many does it take before further action
bull What is the action
bull 1048700 Attendance
bull 1048700 Assignments
bull 1048700 Grades
How many does it take before
further action
What is the action
Using Data
bull School-Widendash Whatrsquos happeningndash Are we meeting our goalsndash Are we doing what we said we would
bull Individual Studentsndash Whatrsquos happeningndash What do we do nextndash Are we doing what we said we would
Assessment of systems
Continuum of Assessment and Support
Universal interventions
Specialized group interventions
Specialized individual intervention
Specialized individual intervention
Functional analysis
Functional Behavioral
assessment
Simple functional assessment
(Crone Horner 2003)
1 - 2
3 ndash 7
5 ndash 15
80 -85
Supplemental
Supplemental Supports
bull For those students who exhibit difficulties despite proactive school-wide prevention efforts
bull Likely to be students with both academic amp behavioral challenges
bull Approximately 10 of school population
The Problem-solving Process
1 Define the problem What is the problem and why is it happening
4 Evaluate Did our plan work
2 Develop a plan What are we going to do
3Implement the plan Carry out the intervention
Conduct Brief Functional Assessment
Is the behavior maintained by escape
from social interaction
Is the behavior related to lack of academic skills
Is the behavior maintained by peer
attention
Escape Motivated BEP
Reduce adult interaction
Use escape as a reinforcer
BEP + Academic Support
Increase academic support
Peer Motivated BEP
Allow student to earn reinforcers to share with peers
Horner Hawken Marsh
Requirements for Supplemental Interventions
Targeted individualized or small group interventions
bull 1048698 based on functional behavioral assessment information
bull 1048698 social skills instruction
bull 1048698 behavioral programming
Multiple opportunities forhigh rates of academic
success
Daily behavioral monitoring -Self andor adult
Regular frequentopportunities for positive reinforcement
Home-school connection
Critical Features of Supplemental Interventions
bull 1048700 Intervention is continuously available
bull 1048700 Rapid access to intervention (less than a week)
bull 1048700 Very low effort by teachers
bull 1048700 Positive system of support
bull 1048700 Implemented by all stafffaculty in a school
bull 1048700 Flexible intervention based on assessment (FBA)
bull 1048700 Consistent with school-wide expectations
bull 1048700 Adequate resources (admin team)
bull 1048700 Weekly meetings
bull 1048700 Student chooses to participate
bull 1048700 Continuous monitoring for decision-making
Rememberhellip
Without school-wide prevention
we cannot reliably identify
targeted-level students
The research says to hellip
bull Create systems-based preventive continuum of behavior support
bull Focus on adult behavior
bull Utilize data based decisions
bull Give priority to academic success
bull Invest in evidence-based practices
bull Teach amp acknowledge behavioral expectations
bull Work from a person-centered function-based approach
DE Contacts
Challenging Behaviors
Barb Rankin (515) 281 5447 barbrankiniowagov
Positive Behavior Supports (PBIS)
Susan Bruce (515) 281 3943 susanbruceiowagov
Thanks
Again thank you for your work on behalf of Iowarsquos children and families
Please feel free to contact the Iowa Department of Education or your trainer if you require further information
wwwiowagoveducate
- Amended Administrative Rules on Corporal Punishment Restraint and Physical Confinement and Detention
- Amended Rules
- Training Requirement
- Training Subjects
- Chapter 103rsquos Purpose [1031]
- Ban on Corporal Punishment [1032]
- What Corporal Punishment Is Not [1033]
- Material Restraints [1033]
- Exceptions amp Privileges [1034]
- Slide 10
- What is ldquoreasonable forcerdquo [1035]
- Slide 12
- Physical Confinement amp Detention [1036]
- Slide 14
- Slide 15
- Slide 16
- Additional Mandatory Minimum Procedures [1037]
- Definition of Physical Restraint
- Use of Seclusion and Restraint
- Restraint Additional Provisions [1038]
- Notice to Parents [1037]
- Documentation Required [1037]
- Documentation Contents
- Slide 24
- Additional Policies and Procedures
- Disciplinary options to seclusion amp restraint
- Slide 27
- Crisis Prevention Crisis Intervention Crisis De-escalation
- Slide 29
- De-escalation techniques
- Behavior Intervention Plan vs Crisis
- Student and Staff Debriefing
- Slide 33
- Safe and Effective Use of Seclusion amp Restraint
- Slide 35
- For More Information hellip
- Slide 37
- Prevention is Key
- Positive Behavior Interventions and Supports (PBIS)
- Slide 40
- Slide 41
- Slide 42
- Examples of Data Decision Making
- Slide 44
- Continuum of Assessment and Support
- Slide 46
- Slide 47
- The Problem-solving Process
- Slide 49
- Requirements for Supplemental Interventions
- Slide 51
- Slide 52
- The research says to hellip
- Slide 54
- DE Contacts
- Thanks
-
Examples of Data Decision Making
bull 1048700 Office Discipline Referrals
bull How many does it take before further action
bull What is the action
bull 1048700 Attendance
bull 1048700 Assignments
bull 1048700 Grades
How many does it take before
further action
What is the action
Using Data
bull School-Widendash Whatrsquos happeningndash Are we meeting our goalsndash Are we doing what we said we would
bull Individual Studentsndash Whatrsquos happeningndash What do we do nextndash Are we doing what we said we would
Assessment of systems
Continuum of Assessment and Support
Universal interventions
Specialized group interventions
Specialized individual intervention
Specialized individual intervention
Functional analysis
Functional Behavioral
assessment
Simple functional assessment
(Crone Horner 2003)
1 - 2
3 ndash 7
5 ndash 15
80 -85
Supplemental
Supplemental Supports
bull For those students who exhibit difficulties despite proactive school-wide prevention efforts
bull Likely to be students with both academic amp behavioral challenges
bull Approximately 10 of school population
The Problem-solving Process
1 Define the problem What is the problem and why is it happening
4 Evaluate Did our plan work
2 Develop a plan What are we going to do
3Implement the plan Carry out the intervention
Conduct Brief Functional Assessment
Is the behavior maintained by escape
from social interaction
Is the behavior related to lack of academic skills
Is the behavior maintained by peer
attention
Escape Motivated BEP
Reduce adult interaction
Use escape as a reinforcer
BEP + Academic Support
Increase academic support
Peer Motivated BEP
Allow student to earn reinforcers to share with peers
Horner Hawken Marsh
Requirements for Supplemental Interventions
Targeted individualized or small group interventions
bull 1048698 based on functional behavioral assessment information
bull 1048698 social skills instruction
bull 1048698 behavioral programming
Multiple opportunities forhigh rates of academic
success
Daily behavioral monitoring -Self andor adult
Regular frequentopportunities for positive reinforcement
Home-school connection
Critical Features of Supplemental Interventions
bull 1048700 Intervention is continuously available
bull 1048700 Rapid access to intervention (less than a week)
bull 1048700 Very low effort by teachers
bull 1048700 Positive system of support
bull 1048700 Implemented by all stafffaculty in a school
bull 1048700 Flexible intervention based on assessment (FBA)
bull 1048700 Consistent with school-wide expectations
bull 1048700 Adequate resources (admin team)
bull 1048700 Weekly meetings
bull 1048700 Student chooses to participate
bull 1048700 Continuous monitoring for decision-making
Rememberhellip
Without school-wide prevention
we cannot reliably identify
targeted-level students
The research says to hellip
bull Create systems-based preventive continuum of behavior support
bull Focus on adult behavior
bull Utilize data based decisions
bull Give priority to academic success
bull Invest in evidence-based practices
bull Teach amp acknowledge behavioral expectations
bull Work from a person-centered function-based approach
DE Contacts
Challenging Behaviors
Barb Rankin (515) 281 5447 barbrankiniowagov
Positive Behavior Supports (PBIS)
Susan Bruce (515) 281 3943 susanbruceiowagov
Thanks
Again thank you for your work on behalf of Iowarsquos children and families
Please feel free to contact the Iowa Department of Education or your trainer if you require further information
wwwiowagoveducate
- Amended Administrative Rules on Corporal Punishment Restraint and Physical Confinement and Detention
- Amended Rules
- Training Requirement
- Training Subjects
- Chapter 103rsquos Purpose [1031]
- Ban on Corporal Punishment [1032]
- What Corporal Punishment Is Not [1033]
- Material Restraints [1033]
- Exceptions amp Privileges [1034]
- Slide 10
- What is ldquoreasonable forcerdquo [1035]
- Slide 12
- Physical Confinement amp Detention [1036]
- Slide 14
- Slide 15
- Slide 16
- Additional Mandatory Minimum Procedures [1037]
- Definition of Physical Restraint
- Use of Seclusion and Restraint
- Restraint Additional Provisions [1038]
- Notice to Parents [1037]
- Documentation Required [1037]
- Documentation Contents
- Slide 24
- Additional Policies and Procedures
- Disciplinary options to seclusion amp restraint
- Slide 27
- Crisis Prevention Crisis Intervention Crisis De-escalation
- Slide 29
- De-escalation techniques
- Behavior Intervention Plan vs Crisis
- Student and Staff Debriefing
- Slide 33
- Safe and Effective Use of Seclusion amp Restraint
- Slide 35
- For More Information hellip
- Slide 37
- Prevention is Key
- Positive Behavior Interventions and Supports (PBIS)
- Slide 40
- Slide 41
- Slide 42
- Examples of Data Decision Making
- Slide 44
- Continuum of Assessment and Support
- Slide 46
- Slide 47
- The Problem-solving Process
- Slide 49
- Requirements for Supplemental Interventions
- Slide 51
- Slide 52
- The research says to hellip
- Slide 54
- DE Contacts
- Thanks
-
Using Data
bull School-Widendash Whatrsquos happeningndash Are we meeting our goalsndash Are we doing what we said we would
bull Individual Studentsndash Whatrsquos happeningndash What do we do nextndash Are we doing what we said we would
Assessment of systems
Continuum of Assessment and Support
Universal interventions
Specialized group interventions
Specialized individual intervention
Specialized individual intervention
Functional analysis
Functional Behavioral
assessment
Simple functional assessment
(Crone Horner 2003)
1 - 2
3 ndash 7
5 ndash 15
80 -85
Supplemental
Supplemental Supports
bull For those students who exhibit difficulties despite proactive school-wide prevention efforts
bull Likely to be students with both academic amp behavioral challenges
bull Approximately 10 of school population
The Problem-solving Process
1 Define the problem What is the problem and why is it happening
4 Evaluate Did our plan work
2 Develop a plan What are we going to do
3Implement the plan Carry out the intervention
Conduct Brief Functional Assessment
Is the behavior maintained by escape
from social interaction
Is the behavior related to lack of academic skills
Is the behavior maintained by peer
attention
Escape Motivated BEP
Reduce adult interaction
Use escape as a reinforcer
BEP + Academic Support
Increase academic support
Peer Motivated BEP
Allow student to earn reinforcers to share with peers
Horner Hawken Marsh
Requirements for Supplemental Interventions
Targeted individualized or small group interventions
bull 1048698 based on functional behavioral assessment information
bull 1048698 social skills instruction
bull 1048698 behavioral programming
Multiple opportunities forhigh rates of academic
success
Daily behavioral monitoring -Self andor adult
Regular frequentopportunities for positive reinforcement
Home-school connection
Critical Features of Supplemental Interventions
bull 1048700 Intervention is continuously available
bull 1048700 Rapid access to intervention (less than a week)
bull 1048700 Very low effort by teachers
bull 1048700 Positive system of support
bull 1048700 Implemented by all stafffaculty in a school
bull 1048700 Flexible intervention based on assessment (FBA)
bull 1048700 Consistent with school-wide expectations
bull 1048700 Adequate resources (admin team)
bull 1048700 Weekly meetings
bull 1048700 Student chooses to participate
bull 1048700 Continuous monitoring for decision-making
Rememberhellip
Without school-wide prevention
we cannot reliably identify
targeted-level students
The research says to hellip
bull Create systems-based preventive continuum of behavior support
bull Focus on adult behavior
bull Utilize data based decisions
bull Give priority to academic success
bull Invest in evidence-based practices
bull Teach amp acknowledge behavioral expectations
bull Work from a person-centered function-based approach
DE Contacts
Challenging Behaviors
Barb Rankin (515) 281 5447 barbrankiniowagov
Positive Behavior Supports (PBIS)
Susan Bruce (515) 281 3943 susanbruceiowagov
Thanks
Again thank you for your work on behalf of Iowarsquos children and families
Please feel free to contact the Iowa Department of Education or your trainer if you require further information
wwwiowagoveducate
- Amended Administrative Rules on Corporal Punishment Restraint and Physical Confinement and Detention
- Amended Rules
- Training Requirement
- Training Subjects
- Chapter 103rsquos Purpose [1031]
- Ban on Corporal Punishment [1032]
- What Corporal Punishment Is Not [1033]
- Material Restraints [1033]
- Exceptions amp Privileges [1034]
- Slide 10
- What is ldquoreasonable forcerdquo [1035]
- Slide 12
- Physical Confinement amp Detention [1036]
- Slide 14
- Slide 15
- Slide 16
- Additional Mandatory Minimum Procedures [1037]
- Definition of Physical Restraint
- Use of Seclusion and Restraint
- Restraint Additional Provisions [1038]
- Notice to Parents [1037]
- Documentation Required [1037]
- Documentation Contents
- Slide 24
- Additional Policies and Procedures
- Disciplinary options to seclusion amp restraint
- Slide 27
- Crisis Prevention Crisis Intervention Crisis De-escalation
- Slide 29
- De-escalation techniques
- Behavior Intervention Plan vs Crisis
- Student and Staff Debriefing
- Slide 33
- Safe and Effective Use of Seclusion amp Restraint
- Slide 35
- For More Information hellip
- Slide 37
- Prevention is Key
- Positive Behavior Interventions and Supports (PBIS)
- Slide 40
- Slide 41
- Slide 42
- Examples of Data Decision Making
- Slide 44
- Continuum of Assessment and Support
- Slide 46
- Slide 47
- The Problem-solving Process
- Slide 49
- Requirements for Supplemental Interventions
- Slide 51
- Slide 52
- The research says to hellip
- Slide 54
- DE Contacts
- Thanks
-
Assessment of systems
Continuum of Assessment and Support
Universal interventions
Specialized group interventions
Specialized individual intervention
Specialized individual intervention
Functional analysis
Functional Behavioral
assessment
Simple functional assessment
(Crone Horner 2003)
1 - 2
3 ndash 7
5 ndash 15
80 -85
Supplemental
Supplemental Supports
bull For those students who exhibit difficulties despite proactive school-wide prevention efforts
bull Likely to be students with both academic amp behavioral challenges
bull Approximately 10 of school population
The Problem-solving Process
1 Define the problem What is the problem and why is it happening
4 Evaluate Did our plan work
2 Develop a plan What are we going to do
3Implement the plan Carry out the intervention
Conduct Brief Functional Assessment
Is the behavior maintained by escape
from social interaction
Is the behavior related to lack of academic skills
Is the behavior maintained by peer
attention
Escape Motivated BEP
Reduce adult interaction
Use escape as a reinforcer
BEP + Academic Support
Increase academic support
Peer Motivated BEP
Allow student to earn reinforcers to share with peers
Horner Hawken Marsh
Requirements for Supplemental Interventions
Targeted individualized or small group interventions
bull 1048698 based on functional behavioral assessment information
bull 1048698 social skills instruction
bull 1048698 behavioral programming
Multiple opportunities forhigh rates of academic
success
Daily behavioral monitoring -Self andor adult
Regular frequentopportunities for positive reinforcement
Home-school connection
Critical Features of Supplemental Interventions
bull 1048700 Intervention is continuously available
bull 1048700 Rapid access to intervention (less than a week)
bull 1048700 Very low effort by teachers
bull 1048700 Positive system of support
bull 1048700 Implemented by all stafffaculty in a school
bull 1048700 Flexible intervention based on assessment (FBA)
bull 1048700 Consistent with school-wide expectations
bull 1048700 Adequate resources (admin team)
bull 1048700 Weekly meetings
bull 1048700 Student chooses to participate
bull 1048700 Continuous monitoring for decision-making
Rememberhellip
Without school-wide prevention
we cannot reliably identify
targeted-level students
The research says to hellip
bull Create systems-based preventive continuum of behavior support
bull Focus on adult behavior
bull Utilize data based decisions
bull Give priority to academic success
bull Invest in evidence-based practices
bull Teach amp acknowledge behavioral expectations
bull Work from a person-centered function-based approach
DE Contacts
Challenging Behaviors
Barb Rankin (515) 281 5447 barbrankiniowagov
Positive Behavior Supports (PBIS)
Susan Bruce (515) 281 3943 susanbruceiowagov
Thanks
Again thank you for your work on behalf of Iowarsquos children and families
Please feel free to contact the Iowa Department of Education or your trainer if you require further information
wwwiowagoveducate
- Amended Administrative Rules on Corporal Punishment Restraint and Physical Confinement and Detention
- Amended Rules
- Training Requirement
- Training Subjects
- Chapter 103rsquos Purpose [1031]
- Ban on Corporal Punishment [1032]
- What Corporal Punishment Is Not [1033]
- Material Restraints [1033]
- Exceptions amp Privileges [1034]
- Slide 10
- What is ldquoreasonable forcerdquo [1035]
- Slide 12
- Physical Confinement amp Detention [1036]
- Slide 14
- Slide 15
- Slide 16
- Additional Mandatory Minimum Procedures [1037]
- Definition of Physical Restraint
- Use of Seclusion and Restraint
- Restraint Additional Provisions [1038]
- Notice to Parents [1037]
- Documentation Required [1037]
- Documentation Contents
- Slide 24
- Additional Policies and Procedures
- Disciplinary options to seclusion amp restraint
- Slide 27
- Crisis Prevention Crisis Intervention Crisis De-escalation
- Slide 29
- De-escalation techniques
- Behavior Intervention Plan vs Crisis
- Student and Staff Debriefing
- Slide 33
- Safe and Effective Use of Seclusion amp Restraint
- Slide 35
- For More Information hellip
- Slide 37
- Prevention is Key
- Positive Behavior Interventions and Supports (PBIS)
- Slide 40
- Slide 41
- Slide 42
- Examples of Data Decision Making
- Slide 44
- Continuum of Assessment and Support
- Slide 46
- Slide 47
- The Problem-solving Process
- Slide 49
- Requirements for Supplemental Interventions
- Slide 51
- Slide 52
- The research says to hellip
- Slide 54
- DE Contacts
- Thanks
-
Supplemental
Supplemental Supports
bull For those students who exhibit difficulties despite proactive school-wide prevention efforts
bull Likely to be students with both academic amp behavioral challenges
bull Approximately 10 of school population
The Problem-solving Process
1 Define the problem What is the problem and why is it happening
4 Evaluate Did our plan work
2 Develop a plan What are we going to do
3Implement the plan Carry out the intervention
Conduct Brief Functional Assessment
Is the behavior maintained by escape
from social interaction
Is the behavior related to lack of academic skills
Is the behavior maintained by peer
attention
Escape Motivated BEP
Reduce adult interaction
Use escape as a reinforcer
BEP + Academic Support
Increase academic support
Peer Motivated BEP
Allow student to earn reinforcers to share with peers
Horner Hawken Marsh
Requirements for Supplemental Interventions
Targeted individualized or small group interventions
bull 1048698 based on functional behavioral assessment information
bull 1048698 social skills instruction
bull 1048698 behavioral programming
Multiple opportunities forhigh rates of academic
success
Daily behavioral monitoring -Self andor adult
Regular frequentopportunities for positive reinforcement
Home-school connection
Critical Features of Supplemental Interventions
bull 1048700 Intervention is continuously available
bull 1048700 Rapid access to intervention (less than a week)
bull 1048700 Very low effort by teachers
bull 1048700 Positive system of support
bull 1048700 Implemented by all stafffaculty in a school
bull 1048700 Flexible intervention based on assessment (FBA)
bull 1048700 Consistent with school-wide expectations
bull 1048700 Adequate resources (admin team)
bull 1048700 Weekly meetings
bull 1048700 Student chooses to participate
bull 1048700 Continuous monitoring for decision-making
Rememberhellip
Without school-wide prevention
we cannot reliably identify
targeted-level students
The research says to hellip
bull Create systems-based preventive continuum of behavior support
bull Focus on adult behavior
bull Utilize data based decisions
bull Give priority to academic success
bull Invest in evidence-based practices
bull Teach amp acknowledge behavioral expectations
bull Work from a person-centered function-based approach
DE Contacts
Challenging Behaviors
Barb Rankin (515) 281 5447 barbrankiniowagov
Positive Behavior Supports (PBIS)
Susan Bruce (515) 281 3943 susanbruceiowagov
Thanks
Again thank you for your work on behalf of Iowarsquos children and families
Please feel free to contact the Iowa Department of Education or your trainer if you require further information
wwwiowagoveducate
- Amended Administrative Rules on Corporal Punishment Restraint and Physical Confinement and Detention
- Amended Rules
- Training Requirement
- Training Subjects
- Chapter 103rsquos Purpose [1031]
- Ban on Corporal Punishment [1032]
- What Corporal Punishment Is Not [1033]
- Material Restraints [1033]
- Exceptions amp Privileges [1034]
- Slide 10
- What is ldquoreasonable forcerdquo [1035]
- Slide 12
- Physical Confinement amp Detention [1036]
- Slide 14
- Slide 15
- Slide 16
- Additional Mandatory Minimum Procedures [1037]
- Definition of Physical Restraint
- Use of Seclusion and Restraint
- Restraint Additional Provisions [1038]
- Notice to Parents [1037]
- Documentation Required [1037]
- Documentation Contents
- Slide 24
- Additional Policies and Procedures
- Disciplinary options to seclusion amp restraint
- Slide 27
- Crisis Prevention Crisis Intervention Crisis De-escalation
- Slide 29
- De-escalation techniques
- Behavior Intervention Plan vs Crisis
- Student and Staff Debriefing
- Slide 33
- Safe and Effective Use of Seclusion amp Restraint
- Slide 35
- For More Information hellip
- Slide 37
- Prevention is Key
- Positive Behavior Interventions and Supports (PBIS)
- Slide 40
- Slide 41
- Slide 42
- Examples of Data Decision Making
- Slide 44
- Continuum of Assessment and Support
- Slide 46
- Slide 47
- The Problem-solving Process
- Slide 49
- Requirements for Supplemental Interventions
- Slide 51
- Slide 52
- The research says to hellip
- Slide 54
- DE Contacts
- Thanks
-
Supplemental Supports
bull For those students who exhibit difficulties despite proactive school-wide prevention efforts
bull Likely to be students with both academic amp behavioral challenges
bull Approximately 10 of school population
The Problem-solving Process
1 Define the problem What is the problem and why is it happening
4 Evaluate Did our plan work
2 Develop a plan What are we going to do
3Implement the plan Carry out the intervention
Conduct Brief Functional Assessment
Is the behavior maintained by escape
from social interaction
Is the behavior related to lack of academic skills
Is the behavior maintained by peer
attention
Escape Motivated BEP
Reduce adult interaction
Use escape as a reinforcer
BEP + Academic Support
Increase academic support
Peer Motivated BEP
Allow student to earn reinforcers to share with peers
Horner Hawken Marsh
Requirements for Supplemental Interventions
Targeted individualized or small group interventions
bull 1048698 based on functional behavioral assessment information
bull 1048698 social skills instruction
bull 1048698 behavioral programming
Multiple opportunities forhigh rates of academic
success
Daily behavioral monitoring -Self andor adult
Regular frequentopportunities for positive reinforcement
Home-school connection
Critical Features of Supplemental Interventions
bull 1048700 Intervention is continuously available
bull 1048700 Rapid access to intervention (less than a week)
bull 1048700 Very low effort by teachers
bull 1048700 Positive system of support
bull 1048700 Implemented by all stafffaculty in a school
bull 1048700 Flexible intervention based on assessment (FBA)
bull 1048700 Consistent with school-wide expectations
bull 1048700 Adequate resources (admin team)
bull 1048700 Weekly meetings
bull 1048700 Student chooses to participate
bull 1048700 Continuous monitoring for decision-making
Rememberhellip
Without school-wide prevention
we cannot reliably identify
targeted-level students
The research says to hellip
bull Create systems-based preventive continuum of behavior support
bull Focus on adult behavior
bull Utilize data based decisions
bull Give priority to academic success
bull Invest in evidence-based practices
bull Teach amp acknowledge behavioral expectations
bull Work from a person-centered function-based approach
DE Contacts
Challenging Behaviors
Barb Rankin (515) 281 5447 barbrankiniowagov
Positive Behavior Supports (PBIS)
Susan Bruce (515) 281 3943 susanbruceiowagov
Thanks
Again thank you for your work on behalf of Iowarsquos children and families
Please feel free to contact the Iowa Department of Education or your trainer if you require further information
wwwiowagoveducate
- Amended Administrative Rules on Corporal Punishment Restraint and Physical Confinement and Detention
- Amended Rules
- Training Requirement
- Training Subjects
- Chapter 103rsquos Purpose [1031]
- Ban on Corporal Punishment [1032]
- What Corporal Punishment Is Not [1033]
- Material Restraints [1033]
- Exceptions amp Privileges [1034]
- Slide 10
- What is ldquoreasonable forcerdquo [1035]
- Slide 12
- Physical Confinement amp Detention [1036]
- Slide 14
- Slide 15
- Slide 16
- Additional Mandatory Minimum Procedures [1037]
- Definition of Physical Restraint
- Use of Seclusion and Restraint
- Restraint Additional Provisions [1038]
- Notice to Parents [1037]
- Documentation Required [1037]
- Documentation Contents
- Slide 24
- Additional Policies and Procedures
- Disciplinary options to seclusion amp restraint
- Slide 27
- Crisis Prevention Crisis Intervention Crisis De-escalation
- Slide 29
- De-escalation techniques
- Behavior Intervention Plan vs Crisis
- Student and Staff Debriefing
- Slide 33
- Safe and Effective Use of Seclusion amp Restraint
- Slide 35
- For More Information hellip
- Slide 37
- Prevention is Key
- Positive Behavior Interventions and Supports (PBIS)
- Slide 40
- Slide 41
- Slide 42
- Examples of Data Decision Making
- Slide 44
- Continuum of Assessment and Support
- Slide 46
- Slide 47
- The Problem-solving Process
- Slide 49
- Requirements for Supplemental Interventions
- Slide 51
- Slide 52
- The research says to hellip
- Slide 54
- DE Contacts
- Thanks
-
The Problem-solving Process
1 Define the problem What is the problem and why is it happening
4 Evaluate Did our plan work
2 Develop a plan What are we going to do
3Implement the plan Carry out the intervention
Conduct Brief Functional Assessment
Is the behavior maintained by escape
from social interaction
Is the behavior related to lack of academic skills
Is the behavior maintained by peer
attention
Escape Motivated BEP
Reduce adult interaction
Use escape as a reinforcer
BEP + Academic Support
Increase academic support
Peer Motivated BEP
Allow student to earn reinforcers to share with peers
Horner Hawken Marsh
Requirements for Supplemental Interventions
Targeted individualized or small group interventions
bull 1048698 based on functional behavioral assessment information
bull 1048698 social skills instruction
bull 1048698 behavioral programming
Multiple opportunities forhigh rates of academic
success
Daily behavioral monitoring -Self andor adult
Regular frequentopportunities for positive reinforcement
Home-school connection
Critical Features of Supplemental Interventions
bull 1048700 Intervention is continuously available
bull 1048700 Rapid access to intervention (less than a week)
bull 1048700 Very low effort by teachers
bull 1048700 Positive system of support
bull 1048700 Implemented by all stafffaculty in a school
bull 1048700 Flexible intervention based on assessment (FBA)
bull 1048700 Consistent with school-wide expectations
bull 1048700 Adequate resources (admin team)
bull 1048700 Weekly meetings
bull 1048700 Student chooses to participate
bull 1048700 Continuous monitoring for decision-making
Rememberhellip
Without school-wide prevention
we cannot reliably identify
targeted-level students
The research says to hellip
bull Create systems-based preventive continuum of behavior support
bull Focus on adult behavior
bull Utilize data based decisions
bull Give priority to academic success
bull Invest in evidence-based practices
bull Teach amp acknowledge behavioral expectations
bull Work from a person-centered function-based approach
DE Contacts
Challenging Behaviors
Barb Rankin (515) 281 5447 barbrankiniowagov
Positive Behavior Supports (PBIS)
Susan Bruce (515) 281 3943 susanbruceiowagov
Thanks
Again thank you for your work on behalf of Iowarsquos children and families
Please feel free to contact the Iowa Department of Education or your trainer if you require further information
wwwiowagoveducate
- Amended Administrative Rules on Corporal Punishment Restraint and Physical Confinement and Detention
- Amended Rules
- Training Requirement
- Training Subjects
- Chapter 103rsquos Purpose [1031]
- Ban on Corporal Punishment [1032]
- What Corporal Punishment Is Not [1033]
- Material Restraints [1033]
- Exceptions amp Privileges [1034]
- Slide 10
- What is ldquoreasonable forcerdquo [1035]
- Slide 12
- Physical Confinement amp Detention [1036]
- Slide 14
- Slide 15
- Slide 16
- Additional Mandatory Minimum Procedures [1037]
- Definition of Physical Restraint
- Use of Seclusion and Restraint
- Restraint Additional Provisions [1038]
- Notice to Parents [1037]
- Documentation Required [1037]
- Documentation Contents
- Slide 24
- Additional Policies and Procedures
- Disciplinary options to seclusion amp restraint
- Slide 27
- Crisis Prevention Crisis Intervention Crisis De-escalation
- Slide 29
- De-escalation techniques
- Behavior Intervention Plan vs Crisis
- Student and Staff Debriefing
- Slide 33
- Safe and Effective Use of Seclusion amp Restraint
- Slide 35
- For More Information hellip
- Slide 37
- Prevention is Key
- Positive Behavior Interventions and Supports (PBIS)
- Slide 40
- Slide 41
- Slide 42
- Examples of Data Decision Making
- Slide 44
- Continuum of Assessment and Support
- Slide 46
- Slide 47
- The Problem-solving Process
- Slide 49
- Requirements for Supplemental Interventions
- Slide 51
- Slide 52
- The research says to hellip
- Slide 54
- DE Contacts
- Thanks
-
Conduct Brief Functional Assessment
Is the behavior maintained by escape
from social interaction
Is the behavior related to lack of academic skills
Is the behavior maintained by peer
attention
Escape Motivated BEP
Reduce adult interaction
Use escape as a reinforcer
BEP + Academic Support
Increase academic support
Peer Motivated BEP
Allow student to earn reinforcers to share with peers
Horner Hawken Marsh
Requirements for Supplemental Interventions
Targeted individualized or small group interventions
bull 1048698 based on functional behavioral assessment information
bull 1048698 social skills instruction
bull 1048698 behavioral programming
Multiple opportunities forhigh rates of academic
success
Daily behavioral monitoring -Self andor adult
Regular frequentopportunities for positive reinforcement
Home-school connection
Critical Features of Supplemental Interventions
bull 1048700 Intervention is continuously available
bull 1048700 Rapid access to intervention (less than a week)
bull 1048700 Very low effort by teachers
bull 1048700 Positive system of support
bull 1048700 Implemented by all stafffaculty in a school
bull 1048700 Flexible intervention based on assessment (FBA)
bull 1048700 Consistent with school-wide expectations
bull 1048700 Adequate resources (admin team)
bull 1048700 Weekly meetings
bull 1048700 Student chooses to participate
bull 1048700 Continuous monitoring for decision-making
Rememberhellip
Without school-wide prevention
we cannot reliably identify
targeted-level students
The research says to hellip
bull Create systems-based preventive continuum of behavior support
bull Focus on adult behavior
bull Utilize data based decisions
bull Give priority to academic success
bull Invest in evidence-based practices
bull Teach amp acknowledge behavioral expectations
bull Work from a person-centered function-based approach
DE Contacts
Challenging Behaviors
Barb Rankin (515) 281 5447 barbrankiniowagov
Positive Behavior Supports (PBIS)
Susan Bruce (515) 281 3943 susanbruceiowagov
Thanks
Again thank you for your work on behalf of Iowarsquos children and families
Please feel free to contact the Iowa Department of Education or your trainer if you require further information
wwwiowagoveducate
- Amended Administrative Rules on Corporal Punishment Restraint and Physical Confinement and Detention
- Amended Rules
- Training Requirement
- Training Subjects
- Chapter 103rsquos Purpose [1031]
- Ban on Corporal Punishment [1032]
- What Corporal Punishment Is Not [1033]
- Material Restraints [1033]
- Exceptions amp Privileges [1034]
- Slide 10
- What is ldquoreasonable forcerdquo [1035]
- Slide 12
- Physical Confinement amp Detention [1036]
- Slide 14
- Slide 15
- Slide 16
- Additional Mandatory Minimum Procedures [1037]
- Definition of Physical Restraint
- Use of Seclusion and Restraint
- Restraint Additional Provisions [1038]
- Notice to Parents [1037]
- Documentation Required [1037]
- Documentation Contents
- Slide 24
- Additional Policies and Procedures
- Disciplinary options to seclusion amp restraint
- Slide 27
- Crisis Prevention Crisis Intervention Crisis De-escalation
- Slide 29
- De-escalation techniques
- Behavior Intervention Plan vs Crisis
- Student and Staff Debriefing
- Slide 33
- Safe and Effective Use of Seclusion amp Restraint
- Slide 35
- For More Information hellip
- Slide 37
- Prevention is Key
- Positive Behavior Interventions and Supports (PBIS)
- Slide 40
- Slide 41
- Slide 42
- Examples of Data Decision Making
- Slide 44
- Continuum of Assessment and Support
- Slide 46
- Slide 47
- The Problem-solving Process
- Slide 49
- Requirements for Supplemental Interventions
- Slide 51
- Slide 52
- The research says to hellip
- Slide 54
- DE Contacts
- Thanks
-
Requirements for Supplemental Interventions
Targeted individualized or small group interventions
bull 1048698 based on functional behavioral assessment information
bull 1048698 social skills instruction
bull 1048698 behavioral programming
Multiple opportunities forhigh rates of academic
success
Daily behavioral monitoring -Self andor adult
Regular frequentopportunities for positive reinforcement
Home-school connection
Critical Features of Supplemental Interventions
bull 1048700 Intervention is continuously available
bull 1048700 Rapid access to intervention (less than a week)
bull 1048700 Very low effort by teachers
bull 1048700 Positive system of support
bull 1048700 Implemented by all stafffaculty in a school
bull 1048700 Flexible intervention based on assessment (FBA)
bull 1048700 Consistent with school-wide expectations
bull 1048700 Adequate resources (admin team)
bull 1048700 Weekly meetings
bull 1048700 Student chooses to participate
bull 1048700 Continuous monitoring for decision-making
Rememberhellip
Without school-wide prevention
we cannot reliably identify
targeted-level students
The research says to hellip
bull Create systems-based preventive continuum of behavior support
bull Focus on adult behavior
bull Utilize data based decisions
bull Give priority to academic success
bull Invest in evidence-based practices
bull Teach amp acknowledge behavioral expectations
bull Work from a person-centered function-based approach
DE Contacts
Challenging Behaviors
Barb Rankin (515) 281 5447 barbrankiniowagov
Positive Behavior Supports (PBIS)
Susan Bruce (515) 281 3943 susanbruceiowagov
Thanks
Again thank you for your work on behalf of Iowarsquos children and families
Please feel free to contact the Iowa Department of Education or your trainer if you require further information
wwwiowagoveducate
- Amended Administrative Rules on Corporal Punishment Restraint and Physical Confinement and Detention
- Amended Rules
- Training Requirement
- Training Subjects
- Chapter 103rsquos Purpose [1031]
- Ban on Corporal Punishment [1032]
- What Corporal Punishment Is Not [1033]
- Material Restraints [1033]
- Exceptions amp Privileges [1034]
- Slide 10
- What is ldquoreasonable forcerdquo [1035]
- Slide 12
- Physical Confinement amp Detention [1036]
- Slide 14
- Slide 15
- Slide 16
- Additional Mandatory Minimum Procedures [1037]
- Definition of Physical Restraint
- Use of Seclusion and Restraint
- Restraint Additional Provisions [1038]
- Notice to Parents [1037]
- Documentation Required [1037]
- Documentation Contents
- Slide 24
- Additional Policies and Procedures
- Disciplinary options to seclusion amp restraint
- Slide 27
- Crisis Prevention Crisis Intervention Crisis De-escalation
- Slide 29
- De-escalation techniques
- Behavior Intervention Plan vs Crisis
- Student and Staff Debriefing
- Slide 33
- Safe and Effective Use of Seclusion amp Restraint
- Slide 35
- For More Information hellip
- Slide 37
- Prevention is Key
- Positive Behavior Interventions and Supports (PBIS)
- Slide 40
- Slide 41
- Slide 42
- Examples of Data Decision Making
- Slide 44
- Continuum of Assessment and Support
- Slide 46
- Slide 47
- The Problem-solving Process
- Slide 49
- Requirements for Supplemental Interventions
- Slide 51
- Slide 52
- The research says to hellip
- Slide 54
- DE Contacts
- Thanks
-
Critical Features of Supplemental Interventions
bull 1048700 Intervention is continuously available
bull 1048700 Rapid access to intervention (less than a week)
bull 1048700 Very low effort by teachers
bull 1048700 Positive system of support
bull 1048700 Implemented by all stafffaculty in a school
bull 1048700 Flexible intervention based on assessment (FBA)
bull 1048700 Consistent with school-wide expectations
bull 1048700 Adequate resources (admin team)
bull 1048700 Weekly meetings
bull 1048700 Student chooses to participate
bull 1048700 Continuous monitoring for decision-making
Rememberhellip
Without school-wide prevention
we cannot reliably identify
targeted-level students
The research says to hellip
bull Create systems-based preventive continuum of behavior support
bull Focus on adult behavior
bull Utilize data based decisions
bull Give priority to academic success
bull Invest in evidence-based practices
bull Teach amp acknowledge behavioral expectations
bull Work from a person-centered function-based approach
DE Contacts
Challenging Behaviors
Barb Rankin (515) 281 5447 barbrankiniowagov
Positive Behavior Supports (PBIS)
Susan Bruce (515) 281 3943 susanbruceiowagov
Thanks
Again thank you for your work on behalf of Iowarsquos children and families
Please feel free to contact the Iowa Department of Education or your trainer if you require further information
wwwiowagoveducate
- Amended Administrative Rules on Corporal Punishment Restraint and Physical Confinement and Detention
- Amended Rules
- Training Requirement
- Training Subjects
- Chapter 103rsquos Purpose [1031]
- Ban on Corporal Punishment [1032]
- What Corporal Punishment Is Not [1033]
- Material Restraints [1033]
- Exceptions amp Privileges [1034]
- Slide 10
- What is ldquoreasonable forcerdquo [1035]
- Slide 12
- Physical Confinement amp Detention [1036]
- Slide 14
- Slide 15
- Slide 16
- Additional Mandatory Minimum Procedures [1037]
- Definition of Physical Restraint
- Use of Seclusion and Restraint
- Restraint Additional Provisions [1038]
- Notice to Parents [1037]
- Documentation Required [1037]
- Documentation Contents
- Slide 24
- Additional Policies and Procedures
- Disciplinary options to seclusion amp restraint
- Slide 27
- Crisis Prevention Crisis Intervention Crisis De-escalation
- Slide 29
- De-escalation techniques
- Behavior Intervention Plan vs Crisis
- Student and Staff Debriefing
- Slide 33
- Safe and Effective Use of Seclusion amp Restraint
- Slide 35
- For More Information hellip
- Slide 37
- Prevention is Key
- Positive Behavior Interventions and Supports (PBIS)
- Slide 40
- Slide 41
- Slide 42
- Examples of Data Decision Making
- Slide 44
- Continuum of Assessment and Support
- Slide 46
- Slide 47
- The Problem-solving Process
- Slide 49
- Requirements for Supplemental Interventions
- Slide 51
- Slide 52
- The research says to hellip
- Slide 54
- DE Contacts
- Thanks
-
Rememberhellip
Without school-wide prevention
we cannot reliably identify
targeted-level students
The research says to hellip
bull Create systems-based preventive continuum of behavior support
bull Focus on adult behavior
bull Utilize data based decisions
bull Give priority to academic success
bull Invest in evidence-based practices
bull Teach amp acknowledge behavioral expectations
bull Work from a person-centered function-based approach
DE Contacts
Challenging Behaviors
Barb Rankin (515) 281 5447 barbrankiniowagov
Positive Behavior Supports (PBIS)
Susan Bruce (515) 281 3943 susanbruceiowagov
Thanks
Again thank you for your work on behalf of Iowarsquos children and families
Please feel free to contact the Iowa Department of Education or your trainer if you require further information
wwwiowagoveducate
- Amended Administrative Rules on Corporal Punishment Restraint and Physical Confinement and Detention
- Amended Rules
- Training Requirement
- Training Subjects
- Chapter 103rsquos Purpose [1031]
- Ban on Corporal Punishment [1032]
- What Corporal Punishment Is Not [1033]
- Material Restraints [1033]
- Exceptions amp Privileges [1034]
- Slide 10
- What is ldquoreasonable forcerdquo [1035]
- Slide 12
- Physical Confinement amp Detention [1036]
- Slide 14
- Slide 15
- Slide 16
- Additional Mandatory Minimum Procedures [1037]
- Definition of Physical Restraint
- Use of Seclusion and Restraint
- Restraint Additional Provisions [1038]
- Notice to Parents [1037]
- Documentation Required [1037]
- Documentation Contents
- Slide 24
- Additional Policies and Procedures
- Disciplinary options to seclusion amp restraint
- Slide 27
- Crisis Prevention Crisis Intervention Crisis De-escalation
- Slide 29
- De-escalation techniques
- Behavior Intervention Plan vs Crisis
- Student and Staff Debriefing
- Slide 33
- Safe and Effective Use of Seclusion amp Restraint
- Slide 35
- For More Information hellip
- Slide 37
- Prevention is Key
- Positive Behavior Interventions and Supports (PBIS)
- Slide 40
- Slide 41
- Slide 42
- Examples of Data Decision Making
- Slide 44
- Continuum of Assessment and Support
- Slide 46
- Slide 47
- The Problem-solving Process
- Slide 49
- Requirements for Supplemental Interventions
- Slide 51
- Slide 52
- The research says to hellip
- Slide 54
- DE Contacts
- Thanks
-
The research says to hellip
bull Create systems-based preventive continuum of behavior support
bull Focus on adult behavior
bull Utilize data based decisions
bull Give priority to academic success
bull Invest in evidence-based practices
bull Teach amp acknowledge behavioral expectations
bull Work from a person-centered function-based approach
DE Contacts
Challenging Behaviors
Barb Rankin (515) 281 5447 barbrankiniowagov
Positive Behavior Supports (PBIS)
Susan Bruce (515) 281 3943 susanbruceiowagov
Thanks
Again thank you for your work on behalf of Iowarsquos children and families
Please feel free to contact the Iowa Department of Education or your trainer if you require further information
wwwiowagoveducate
- Amended Administrative Rules on Corporal Punishment Restraint and Physical Confinement and Detention
- Amended Rules
- Training Requirement
- Training Subjects
- Chapter 103rsquos Purpose [1031]
- Ban on Corporal Punishment [1032]
- What Corporal Punishment Is Not [1033]
- Material Restraints [1033]
- Exceptions amp Privileges [1034]
- Slide 10
- What is ldquoreasonable forcerdquo [1035]
- Slide 12
- Physical Confinement amp Detention [1036]
- Slide 14
- Slide 15
- Slide 16
- Additional Mandatory Minimum Procedures [1037]
- Definition of Physical Restraint
- Use of Seclusion and Restraint
- Restraint Additional Provisions [1038]
- Notice to Parents [1037]
- Documentation Required [1037]
- Documentation Contents
- Slide 24
- Additional Policies and Procedures
- Disciplinary options to seclusion amp restraint
- Slide 27
- Crisis Prevention Crisis Intervention Crisis De-escalation
- Slide 29
- De-escalation techniques
- Behavior Intervention Plan vs Crisis
- Student and Staff Debriefing
- Slide 33
- Safe and Effective Use of Seclusion amp Restraint
- Slide 35
- For More Information hellip
- Slide 37
- Prevention is Key
- Positive Behavior Interventions and Supports (PBIS)
- Slide 40
- Slide 41
- Slide 42
- Examples of Data Decision Making
- Slide 44
- Continuum of Assessment and Support
- Slide 46
- Slide 47
- The Problem-solving Process
- Slide 49
- Requirements for Supplemental Interventions
- Slide 51
- Slide 52
- The research says to hellip
- Slide 54
- DE Contacts
- Thanks
-
DE Contacts
Challenging Behaviors
Barb Rankin (515) 281 5447 barbrankiniowagov
Positive Behavior Supports (PBIS)
Susan Bruce (515) 281 3943 susanbruceiowagov
Thanks
Again thank you for your work on behalf of Iowarsquos children and families
Please feel free to contact the Iowa Department of Education or your trainer if you require further information
wwwiowagoveducate
- Amended Administrative Rules on Corporal Punishment Restraint and Physical Confinement and Detention
- Amended Rules
- Training Requirement
- Training Subjects
- Chapter 103rsquos Purpose [1031]
- Ban on Corporal Punishment [1032]
- What Corporal Punishment Is Not [1033]
- Material Restraints [1033]
- Exceptions amp Privileges [1034]
- Slide 10
- What is ldquoreasonable forcerdquo [1035]
- Slide 12
- Physical Confinement amp Detention [1036]
- Slide 14
- Slide 15
- Slide 16
- Additional Mandatory Minimum Procedures [1037]
- Definition of Physical Restraint
- Use of Seclusion and Restraint
- Restraint Additional Provisions [1038]
- Notice to Parents [1037]
- Documentation Required [1037]
- Documentation Contents
- Slide 24
- Additional Policies and Procedures
- Disciplinary options to seclusion amp restraint
- Slide 27
- Crisis Prevention Crisis Intervention Crisis De-escalation
- Slide 29
- De-escalation techniques
- Behavior Intervention Plan vs Crisis
- Student and Staff Debriefing
- Slide 33
- Safe and Effective Use of Seclusion amp Restraint
- Slide 35
- For More Information hellip
- Slide 37
- Prevention is Key
- Positive Behavior Interventions and Supports (PBIS)
- Slide 40
- Slide 41
- Slide 42
- Examples of Data Decision Making
- Slide 44
- Continuum of Assessment and Support
- Slide 46
- Slide 47
- The Problem-solving Process
- Slide 49
- Requirements for Supplemental Interventions
- Slide 51
- Slide 52
- The research says to hellip
- Slide 54
- DE Contacts
- Thanks
-
Thanks
Again thank you for your work on behalf of Iowarsquos children and families
Please feel free to contact the Iowa Department of Education or your trainer if you require further information
wwwiowagoveducate
- Amended Administrative Rules on Corporal Punishment Restraint and Physical Confinement and Detention
- Amended Rules
- Training Requirement
- Training Subjects
- Chapter 103rsquos Purpose [1031]
- Ban on Corporal Punishment [1032]
- What Corporal Punishment Is Not [1033]
- Material Restraints [1033]
- Exceptions amp Privileges [1034]
- Slide 10
- What is ldquoreasonable forcerdquo [1035]
- Slide 12
- Physical Confinement amp Detention [1036]
- Slide 14
- Slide 15
- Slide 16
- Additional Mandatory Minimum Procedures [1037]
- Definition of Physical Restraint
- Use of Seclusion and Restraint
- Restraint Additional Provisions [1038]
- Notice to Parents [1037]
- Documentation Required [1037]
- Documentation Contents
- Slide 24
- Additional Policies and Procedures
- Disciplinary options to seclusion amp restraint
- Slide 27
- Crisis Prevention Crisis Intervention Crisis De-escalation
- Slide 29
- De-escalation techniques
- Behavior Intervention Plan vs Crisis
- Student and Staff Debriefing
- Slide 33
- Safe and Effective Use of Seclusion amp Restraint
- Slide 35
- For More Information hellip
- Slide 37
- Prevention is Key
- Positive Behavior Interventions and Supports (PBIS)
- Slide 40
- Slide 41
- Slide 42
- Examples of Data Decision Making
- Slide 44
- Continuum of Assessment and Support
- Slide 46
- Slide 47
- The Problem-solving Process
- Slide 49
- Requirements for Supplemental Interventions
- Slide 51
- Slide 52
- The research says to hellip
- Slide 54
- DE Contacts
- Thanks
-