STEVE VITTO NSU DIFFUSION, DE-ESCALATION AND APPROVE RESTRAINT
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Transcript of STEVE VITTO NSU DIFFUSION, DE-ESCALATION AND APPROVE RESTRAINT
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NSU CRISIS PREVENTION NSU CRISIS PREVENTION TRAINING (CPI)TRAINING (CPI)
BREAKING DOWN THE WALLSBREAKING DOWN THE WALLS
Presented by: Steven Vitto, M.A., CCII., CTCI., MIBLSI Coach, Behavior Specialist, Muskegon Area ISDPresented by: Steven Vitto, M.A., CCII., CTCI., MIBLSI Coach, Behavior Specialist, Muskegon Area ISD
Certified Self Defense Instructor in TCI, CPI, Davereuz Emergency Intervention Training, N.A.P.P.I.Certified Self Defense Instructor in TCI, CPI, Davereuz Emergency Intervention Training, N.A.P.P.I.
NONVIOLENT CRISIS NONVIOLENT CRISIS INTERVENTION TRAINING INTERVENTION TRAINING
PROGRAMPROGRAMCPICPI
Presented by:Presented by:
Steven Vitto , M.A., CCII.Steven Vitto , M.A., CCII.
Behavioral SpecialistBehavioral Specialist
M.A.I.S.D.M.A.I.S.D.
NSU, OCTOBER, 2011
AndrewAndrew
11 years old11 years old
Died from traumatic asphyxia and chest compression.
Face-down restraint with arms crossed over chest.
AngieAngie
7 years old7 years old
Stopped breathing after being placed in prone restraint position.
Death being ruled a homicide
ChaseChase
17 years old17 years old
Asphyxiation by a prone restraint
He was restrained for refusing to stop talking and not following instructions.
According to an autopsy he died after suffocating on his own vomit.
ChrisChris
13 years old13 years old
Asphyxiation by prone restraint
He was restrained 4 times
…in his last 24 hours
EdithEdith
15 years old15 years old
Restraint Asphyxia – She was looking at a family photograph when a male aide instructed her to hand over the "unauthorized" personal item. The dispute escalated into a face-down floor restraint
GarethGareth
15 years old15 years old
Died of asphyxiation by a prone restraint
Restrained by three staff members on his 4th day at the facility
JonathanJonathan
13 years old13 years oldRestrained in a van while staff were running errands.
Though he was clearly having difficulties breathing they continued running their errands…
for another 1½ hours.
MarkMark
14 years old14 years old
Asphyxiation while being forcibly
restrained by 3 staffin a prone position
TravisTravis
13 years old13 years old
The autopsy indicated he died because of the face-down on the ground restraint.
Restrained 1½ hours.
Denied request for asthma meds.
RobertRobert
12 years old12 years old
Asphyxiation while restrained after a dispute about his…
missing teddy bearmissing teddy bear
He was restrained for 10 minutes, face down on the floor. The staffer who restrained the boy left him lying, unresponsive, on the floor
RealityReality
142 deaths in the US from 1988 – 1998 due to S/R, 142 deaths in the US from 1988 – 1998 due to S/R, reported by the Hartford Courant reported by the Hartford Courant (Weiss et al, 1998)(Weiss et al, 1998)
111 fatalities over 10 years in New York facilities due 111 fatalities over 10 years in New York facilities due to restraints to restraints (Sundram, 1994 as cited by Zimbroff, 2003)(Sundram, 1994 as cited by Zimbroff, 2003)
At least 16 children At least 16 children (<18 y.o.)(<18 y.o.) died in restraints in Texas died in restraints in Texas programs from 1988 – 2002, reported by local mediaprograms from 1988 – 2002, reported by local media
(American-Statesman, May 18, (American-Statesman, May 18, 20032003))
At least 14 people died and at least one has become At least 14 people died and at least one has become permanently comatose while being subjected to S/R permanently comatose while being subjected to S/R from July 1999 to March 2002 in California from July 1999 to March 2002 in California (Mildred, (Mildred, 20022002))
RealityReality
50 to 150 deaths occur in the US each year due 50 to 150 deaths occur in the US each year due to S/R estimated by the Harvard Center for Risk to S/R estimated by the Harvard Center for Risk AnalysisAnalysis (NAMI, 2003)(NAMI, 2003)
Federal Office of the Inspector General Federal Office of the Inspector General identified 42 of 104 (42%) SR deaths from identified 42 of 104 (42%) SR deaths from 08/99 – 12/04 were not reported.08/99 – 12/04 were not reported. (OIG, 2006)(OIG, 2006)
The United States Government The United States Government Accountability Office- Accountability Office-
TestimonyTestimonyBefore the House of Before the House of
Representatives, 2009Representatives, 2009 Children with disabilities were more likely Children with disabilities were more likely
to suffer death as a result of seclusion and to suffer death as a result of seclusion and restraint.restraint.
These children were sometimes restrained These children were sometimes restrained and secluded even when they did not and secluded even when they did not appear to be aggressive without parental appear to be aggressive without parental consent.consent.
Face down and other restraints that block Face down and other restraints that block air to the lungs can be deadly.air to the lungs can be deadly.
Teachers and staff in these cases were often Teachers and staff in these cases were often NOT trained in the use of these techniques.NOT trained in the use of these techniques.
The ResearchThe Research
Over 85% of restraints, management, seclusion, Over 85% of restraints, management, seclusion, begin with students refusing to follow a staff begin with students refusing to follow a staff direction.direction.How staff deal with this noncompliance plays a big How staff deal with this noncompliance plays a big part in whether the student’s behavior diffuses or part in whether the student’s behavior diffuses or escalates.escalates.There is no research supporting the use of forced There is no research supporting the use of forced compliance as a behavioral change strategy.compliance as a behavioral change strategy.There is a significant increase in children with ODD, There is a significant increase in children with ODD, ADHD, ASD, Social Maladjustment, Down Syndrome ADHD, ASD, Social Maladjustment, Down Syndrome in our schools.in our schools.Staff need to be trained in how to deal with Staff need to be trained in how to deal with oppositional, defiant and aggressive behavior.oppositional, defiant and aggressive behavior.Most staff have little training in this area.Most staff have little training in this area.
SUPPORTING STUDENT BEHAVIOR:Standards for the Emergency Use of Seclusion and Restraint
Nothing in this policy is intended to conflict with or limit the use of the “reasonable physical force” permitted in Act 451 of 1976, Section 1312(4), otherwise known as the Corporal Punishment Act.
Positive Behavior SupportsPositive Behavior Supports
the most effective strategies for supporting positive student behavior begin with meaningful instruction
provided by highly trained professionals in a safe environment which promotes dignity for all students;
school-wide systems of positive behavioral support to address challenging behavior will increase instructional time for all; and
seclusion or restraint should be used only in an emergency and requires diligent assessment, monitoring,documentation, and reporting by trained personnel
PBS emphasizes behavior that encourages learning by:
building relationships; creating routines; teaching skills/rules/expectations; identifying replacement behaviors for behaviors thatinterfere with learning; making problem behavior less effective, efficient, andrelevant; and making the desired behavior more functional andadaptive.
A. Training Framework
A comprehensive training framework includes:
awareness training for the broader educational community,
including pre-service training for all teachers;
awareness training for substitute teachers; and
comprehensive training for key identified personnel
B. Training Components
All training must include: proactive practices and strategies that ensure the:
dignity of students; conflict resolution; mediation; social skills training; de-escalation techniques
C. Comprehensive Training for Key IdentifiedC. Comprehensive Training for Key IdentifiedPersonnelPersonnel
A local educational agency (LEA) will identify sufficientA local educational agency (LEA) will identify sufficientkey personnel to ensure that trained personnel are availablekey personnel to ensure that trained personnel are available
for an emergency situation. Before using seclusionfor an emergency situation. Before using seclusionor restraint with students, key identified personnel whoor restraint with students, key identified personnel whomay have to respond to an emergency safety situationmay have to respond to an emergency safety situation
must be trained in:must be trained in:
proactive practices and strategies that ensure the dignity of students;
conflict resolution;social skills training;de-escalation techniques;positive behavior support strategies;techniques to identify student behaviors that may
trigger emergency safety situations;related safety considerations, including information
regarding the increased risk of injury to students and staff when seclusion or restraint is used;
instruction in the use of seclusion and restraint;types of seclusion;types of restraint;
Discussion on RestraintDiscussion on Restraint
Continuum of School-wide PBS
Impact of School-wide PBS on Seclusion and Restraint
Implementation of a school-wide system will ensure that seclusion and restraint are used only as a last resort method. Encourages learning by building relationships; Teaches skills/rules/expectations; Identifies replacement behaviors that interfere
with learning; Makes problem behavior less effective; Makes desired behavior more functional and
adaptive.
Are classroom response cost systems
contributing to defiance and aggression? Response to Intervention Are we using evidenced based classroom behavior
management systems at the universal level? Are classroom response cost systems evidenced based? Is there a balance, better yet, an overbalance of Positive Incentives and Feedback for Desired Behavior?
When universal consequences (e.g., Classroom Response Cost System) are not effective, or when they trigger an escalation of behavior, do we differentiate our approach?
Are we over-relying on classroom response cost systems to manage student behaviors?
Awareness of Potential Awareness of Potential for Violencefor Violence
Early Warning SignsEarly Warning Signs
(threatening,heightened anxiety)(threatening,heightened anxiety) Other IndicatorsOther Indicators
(ADD/ADHD,EI,CD,ODD,etc.)(ADD/ADHD,EI,CD,ODD,etc.) Brain Development: “The Amigdila”Brain Development: “The Amigdila”
ATTACHMENT DISORDERATTACHMENT DISORDER
OPPOSITIONAL DEFIANCE DISORDEROPPOSITIONAL DEFIANCE DISORDER
CONDUCT DISORDERCONDUCT DISORDER
ATTENTION DEFICIT HYPERACTIVITY DISORDERATTENTION DEFICIT HYPERACTIVITY DISORDER
EMOTIONAL IMPAIRMENTEMOTIONAL IMPAIRMENT
ANXIETY DISORDERSANXIETY DISORDERS
FETAL ALCOHOL SYNDROMEFETAL ALCOHOL SYNDROME
ASPERGERS SYNDROMEASPERGERS SYNDROME
COGNITIVE IMPAIRMENTCOGNITIVE IMPAIRMENT
OPPOSITIONAL DEFIANCE DISORDER
Where it Comes From…
Aggressive behavior is learned and maintained in a manner similar to other behaviors.
Three important factors to consider include modeling, positive reinforcement, and negative reinforcement.
Aggressive students often exhibit deficits in social information processing-I.e. often misinterpreting social cues and misassigning hostile intent to others
Understanding Aggressive Behaviors Reactive Aggression
Affective or expressive aggression Loss of control and emotional flooding Emotions are dominant
Proactive Aggression Instrumental or operant aggression Goal oriented Cognitions are dominant
TCI TRAINING [11]
Traumatic or not???
Scott
An explanation of the diagram can be found on the slides that follow.
The Conflict Cycle
RAPID ASSESSMENTRAPID ASSESSMENT
THE ENVIRONMENTTHE ENVIRONMENT THE AGITATED INDIVIDUALTHE AGITATED INDIVIDUAL YOUYOU
The number one reason student’s The number one reason student’s loose control…loose control…
Perception of being treated unfairlyPerception of being treated unfairly
Learn the student’s triggers
Contra-Indicated Behaviors Strategies for the Oppositional Student
Ultimatums Strict Boundaries: Drawing the Line in the Sand Counts, Warnings, Threats Being touched Prolonged Eye-Contact Infringing on Personal Space Social Disapproval Judgmental Responses Response Cost and Punishment Strict Boundaries or Contracts
Myth
“You only hurt the ones you love…”
MODELING
THE CPI WORKBOOK
Due Care for Participants (page 5) Program Objectives (page 6) Integrated Experience (page 7) Care, Welfare Safety, and Security
Stages of Crisis DevelopmentStages of Crisis Development
STAGE 1.
1. ANXIETYAPPROPRIATE STAFF RESPONSE:APPROPRIATE STAFF RESPONSE:
SUPPORTIVE
Page 7
Reduce agitation in a demand Reduce agitation in a demand situation….situation….
1. Communicate concern
2. Allow the student time and a place to calm
3. Give student choices and options
4. Consider history student and knowledge of what is calming for them
Page 7
STAGE 2.STAGE 2.
2. DEFENSIVE (refusing, arguing, name-calling, threatening) APPROPRIATE STAFF RESPONSE:
DIRECTIVE (setting limits, giving choices)
Page 7
DEFENSIVE STAGE
STAGE 3
3. ACTING OUT PERSON APPROPRIATE STAFF RESPONSE: NONVIOLENT PHYSICAL CRISIS INTERVENTION
ACTING OUT PERSON
Reactive = Traumatic
Proactive = Goal Oriented
Stage 4
4. Tension Reduction
APPROPRIATE STAFF RESPONSE:
THERAPEUTIC RAPPORT
Proxemics/Kenesics
The invisible bubble Nonverbal communication Triggers
Page 8
SUPPORTIVE STANCE
Three reasons for using the supportive stance:
1. HONORS PERSONAL SPACE1. HONORS PERSONAL SPACE
2. ESCAPE ROUTE2. ESCAPE ROUTE
3. NONTHREATENING3. NONTHREATENING
Page 8
ParaverbalParaverbal ToneTone Volume Volume CadenceCadence
THE DEFENSIVE STAGE
Remember your goal during the Defensive Stage
DIFFUSE AND DE-ESCALATE STATE CALM AN PROFESSIONAL AVOID EMOTIONAL AND JUDGMENTAL
RESPONSES REMEMBER YOUR TRIGGERS OBTAIN BACK UP SUPPORT ISOLATE WHENEVER POSSIBLE DON’T TAKE THINGS PERSONALLY
Student Arguing with StaffThe F.A.S.T.
Withdrawing from Power StrugglesWithdrawing from Power Struggles
The F.A.S.T. Program
THE VERBAL ESCALATION CONTINUUM
Questioning Refusal Release Intimidation Tension Reduction
Page 9
QUESTIONING
ANSWER THE QUESTIONANSWER THE QUESTION PLANNED IGNORINGPLANNED IGNORING ADEQUATE RESPONSE TIMEADEQUATE RESPONSE TIME ALLOW SPACE AND TIMEALLOW SPACE AND TIME DO NOT ARGUEDO NOT ARGUE RESTATE THE LIMITRESTATE THE LIMIT
REFUSAL
DON’T ARGUE SET LIMITS EVALUATE HISTORY CONSIDER CALLING FOR HELP RESPONSE TIME ENFORCE LIMITS
RELEASE OR NAMECALLING
REMAIN CALM AND PROFESSIONALREMAIN CALM AND PROFESSIONAL DON’T TAKE COMMENTS PERSONALLY EVEN IF DON’T TAKE COMMENTS PERSONALLY EVEN IF
THEY HURTTHEY HURT ALLOW VENTINGALLOW VENTING ISOLATE IF POSSIBLEISOLATE IF POSSIBLE SET LIMITSSET LIMITS CONSIDER CALLING FOR ASSISTANCECONSIDER CALLING FOR ASSISTANCE
INTIMIDATION OR THREATENING DON’T RUN TAKE THREATS
SERIOUSLY STAY CALM &
PROFESSIONAL DO NOT RESOND TO
THREATS STATE LIMITS DIRECT TEAM ASSESS
ENVIRONMENTPAGE 9
SETTING LIMITSSETTING LIMITS
KEYS TO SETTING LIMITSKEYS TO SETTING LIMITS
1. SIMPLE, REASONABLE, ENFORCEABLE1. SIMPLE, REASONABLE, ENFORCEABLE
2. DO’S AND DON’TS2. DO’S AND DON’TS
3. WHEN TO CALL FOR HELP3. WHEN TO CALL FOR HELP
Setting LimitsSetting Limits
Present the expected behavior and logical consequence as a decision and place responsibility on the student.
Always lead with the positive outcome that will occur if the student make the choice to calm down or follow directions.
Allow a few seconds for the student to decide. Withdraw from the student and attend to other
students. Limit direct eye-contact. Follow though with limits established.
THE THREE DON’TSTHE THREE DON’TS
Avoid touching the person
(verbal = verbal)
Avoid Ultimatums
Avoid crowding or trapping
SHANE
How to get someone to leave
Consider focus of anger Problem or solution Remember your goal
How to avoid physical contactHow to avoid physical contact
Remove triggering stimulusRemove triggering stimulus Calmly explain limitsCalmly explain limits Select a staff (or peer) who has a calming influenceSelect a staff (or peer) who has a calming influence Select a novel or neutral partySelect a novel or neutral party Bait to open areaBait to open area Remove other studentsRemove other students Call home or policeCall home or police
Verbal Intervention Tips
DO Remain calm Isolate the situation Enforce limits Listen Be aware of non-verbals
DON’T Overreact Get in a power struggle Make false promises Fake Attention Be threatening
EMPATHIC LISTENING
1.Be nonjudgmental
2.Give Undivided Attention
3.Listen Carefully to what the person is really saying
4. Allow silence for reflection
5. Use re-statement to clarify messages
PAGE 10
PRECIPITATING FACTORS
FUNCTIONAL ASSESSMENT
Functional Assessment
Identifies triggers
(sets the stage for evidence based practice) Identifies Approach Concerns Makes a Hypothesis About Motivation Helps to Establish Preventative Strategies
SHANE
““If you know If you know why, you can why, you can figure out figure out how….”how….” W. Edward W. Edward DemingDeming
SHANE’S MOTIVATION
RATIONALE DETACHMENT
OUR ABILITY TO MAINTAIN A THERAPEUTIC APPROACH
“The Clean Slate”
Integrated Experience
Recognizing your part in the Conflict Cycle Staying Calm and Professional
FEAR
Staff FearStaff Fear
Unproductive responsesUnproductive responsesProductive ResponsesProductive Responses
STAGE 3.STAGE 3.
AGGRESSIVE/DESTRUCTIVE APPROPRIATE STAFF RESPONSE:APPROPRIATE STAFF RESPONSE:
NONVIOLENT PHYSICAL NONVIOLENT PHYSICAL
INTERVENTIONINTERVENTION
REASONABLE FORCEREASONABLE FORCE
MICHIGAN SCHOOL CODEMICHIGAN SCHOOL CODE CORPORAL PUNISHMENTCORPORAL PUNISHMENT DOCUMENTATIONDOCUMENTATION SELF DEFENSESELF DEFENSE
Exercise Great Caution
What is not reasonable force.
Deliberate infliction of pain.Deliberate infliction of pain. Forced exercise or uncomfortable position.Forced exercise or uncomfortable position. Dragging someone who is noncompliant but not Dragging someone who is noncompliant but not
dangerous or in danger.dangerous or in danger. Not using safe physical management techniques.Not using safe physical management techniques.
There are three possible outcomes of crisis:
Staff student relationship is improved
The staff student relationship is unchanged
The staff student relationship is damaged
STAGE 3.STAGE 3.
AGGRESSIVE/DESTRUCTIVE APPROPRIATE STAFF RESPONSE:APPROPRIATE STAFF RESPONSE:
NONVIOLENT PHYSICAL NONVIOLENT PHYSICAL
INTERVENTIONINTERVENTION
TERMS
What is restraint? What is physical management? What is physical assistance? What is a physical escort? What is mechanical restraint? What is seclusion? What is time-out? What is an emergency? What is imminent danger?
Use of Emergency Restraint
A behavior that requires immediate intervention constitutes an emergency. Emergency restraint must be used only under emergency situations and if essential. An emergency that may require the use of restraint includes behavior that: poses an imminent risk to the safety of an individual student; poses an imminent risk to the safety of
others; or is otherwise governed by The Revised School Code, 1976 PA 451, otherwise known as the Corporal
Punishment Act.
Physical Restraint involves direct physical contact
that prevents or significantly restricts a student’s movement. Restraint is a last resort emergency safety
intervention. Restraint is an opportunity for the student to regain self-control. This policy on physical
restraint is not intended to forbid actions undertaken: to break up a fight; to take a weapon away from a student; as the brief holding by an adult in order to calm or comfort; as the minimum contact necessary to physically escort a student from one area to another;
to assist a student in completing a task/response if the student does not resist or resistance is minimal in intensity or duration; or
to hold a student for a brief time in order to prevent an impulsive behavior that threatens the student’s immediate safety (e.g., running in front of a car).
Mechanical Restraint
means the use of any device, article, garment, or material attached to or adjacent to a student’s body that restricts normal freedom of movement and that cannot be easily removed by a student.
Mechanical restraint does not include: an adaptive or protective device recommended by
a physician or therapist (when it is used as recommended); or safety equipment used by the
general student population as intended (for example, seat belts, safety harness on school transportation).
An LEA must ensure that substitute teachers are informed of all local emergency procedures, including the emergency use of seclusion and restraint.
REASONABLE FORCEREASONABLE FORCE
MICHIGAN SCHOOL CODEMICHIGAN SCHOOL CODE CORPORAL PUNISHMENTCORPORAL PUNISHMENT DOCUMENTATIONDOCUMENTATION SELF DEFENSESELF DEFENSE
Use of Physical Force under the Corporal Punishment Statute
In maintaining order and control, a person may use physical force upon a student: To restrain or remove a pupil whose behavior is
interfering with the orderly exercise and performance of school functions if the pupil has refused to comply
For self-defense or defense of another To prevent a student from inflicting harm on self To quell a disturbance that threatens physical injury To obtain possession of a weapon or other dangerous
object To protect property
Trigger = a pattern of behavior requiring the use of restraint
Documented steps for EIP: Detail the emergency plan Ask if a known medical condition contraindicates
restraint Conduct peer review by knowledgeable staff
Emergency Intervention Plan (EIP)for Restraint
Duration
Seclusion: No longer than needed
to allow student to regain control
Elementary = no more than 15 minutes
Middle / High School= no more than 20 minutes
If more time is needed, add support staff and document to explain time extension
Restraint: No longer than needed
to allow student to regain control, but generally no longer than 10 minutes
If more time is needed, add support staff and document to explain time extension
Documentation and Reporting
Seclusion: Document each use of
seclusion and reason for use
Document in writing and report immediately to building administrator
Verbally report to parent/guardian immediately or ASAP
Provide written report to parent within 24 hours
Restraint: Document each use of
seclusion and reason for use
Document in writing and report immediately to building administrator
Verbally report to parent/guardian immediately or ASAP
Provide written report to parent within 24 hours
Best Practice
If you are going to put your hands on a student to move them against their will, or to inhibit their movement, it should only be when that student is presenting a physical danger to others, or is severely disrupting the school environment.
PERSONAL SAFETY TECHNIQUES Strike-a weapon coming in contact with a target Grab-obtaining control over part of someone's
anatomy and trying to injure or destroy it. CPI’s Principals of Personal SafetyStrike1.move2.blockGrab1.Weak point2.Momentum2.Leverage
Page 13
Personal Safety Techniques
Supportive Stance Danger Zone> Safety Zone Deflecting a punch Kick Block One Hand Wrist Grab Release Two Hand Wrist Grab Release Two Hands or Two Arms Front and Back Choke Bar Arm Choke Hair pull Release Bite Release
Nonviolent Crisis Intervention
CPI Children’s Control Position TCI – Seated child basket wraps Deveruex Two Arm Control Safety Position Daveruex Bear Hug Control Position CPI Transport Position CPI Interim Control Position Daveruex Basket Wrap Assist Daveuex Carry Prone and Supine Restraint Concerns
Team Interventions
Crisis Response Team Team versus Solo 1. Professionalism 2. Safety 3. DocumentationTeam Leader1. Confident2. Competent3. Knows the AOP
Page 19
Team Leader Duties
1. Assess the situation
2. Develop a Plan
3. Direct the Team
4. Communicate with the AOP
The Letting Go Process
Auxiliary Team Members
1. Check
2. Address
3. Recognize
4. Engage
STAGE 4STAGE 4
TENSION REDUCTION (CALMING)TENSION REDUCTION (CALMING) APPROPRIATE STAFF RESPONSEAPPROPRIATE STAFF RESPONSE
THERAPEUTIC RAPPORT
(OBJECTIVE PROCESSING)
Therapeutic RapportTherapeutic Rapport
POSITIVE BEHAVIORAL SUPPORTSTHE C.O.P.I.N.G. MODELANGER REPLACEMENT TRAININGLIFE SPACE CRISIS INTERVENTION
C.O.P.I.N.G. C.O.P.I.N.G. PROCESSING WITH STUDENTPROCESSING WITH STUDENT CCONTROL-BACK IN THE DRIVER’S SEAT “A CLEAN SLATE” OORIENTING- WHAT HAPPENED/DEBRIEFING PPATTERNS- IS THERE A RECOGNIZABLE PATTERN? INVESTIGATING- WHAT IS REALLY GOING ON? NNEGOTIATING- LET’S CHOOSE A BETTER WAY. CONFRONT IRRATIONAL BELEIFS GGIVING- DIGNITYDIGNITY CARING SUPPORT
C.O.P.I.N.G. MODEL C.O.P.I.N.G. MODEL DEBRIEFING WITH STAFFDEBRIEFING WITH STAFF CCONTROL-ARE YOU ALRIGHT?? OORIENTING- WHAT HAPPENED? DOCUMENTATION AND
DEBRIEFING PPATTERNS- IS THERE A RECOGNIZABLE PATTERN? INVESTIGATING- WHAT IS REALLY GOING ON? CAN WE PREVENT THIS FROM HAPPENING AGAIN NNEGOTIATING- LET’S CHOOSE A BETTER WAY. GGIVING CARING SUPPORT COOLABORATION
There are three possible outcomes of crisis:
Staff student relationship is improved
The staff student relationship is unchanged
The staff student relationship is damaged
Debriefing
Seclusion: Followed by debriefing
with the parent and student to explore
Triggers Whether behavior
will occur again What, if any, follow-
up is needed
Restraint: Followed by debriefing
with the parent and student to explore
Triggers Whether behavior
will occur again What, if any, follow-
up is needed
Reoccurring Behavior – Should a pattern of behavior
emerge, or be anticipated, which may require the use of emergency seclusion, the school personnel must: conduct a functional behavioral assessment; develop or revise a positive behavior support plan (PBS) to facilitate the reduction or elimination of the use of seclusion; develop an assessment and planning process conducted by a team knowledgeable about the student, including: the parent; the student (if appropriate); people responsible for implementation of the PBS; and people knowledgeable
The Problem with Assumptions
Thanks for Being Here!!
Any Questions any time, please call me at 231=767-7279
or write me at [email protected]