PBIS Restraint and Seclusion Training PowerPoint

Report
Simpson County Schools
Joseph Kilburn and Shelia Baugh
2013-2014
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PBIS is not a curriculum — it is a framework to
help schools identify needs, develop strategies,
and evaluate practices.
Implementing positive, instructional discipline
strategies and systems is the most effective way
to prevent decrease or eliminate problem
student behavior.
PBIS meshes naturally with many other school
improvement initiatives (Leader In Me)
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Teaching and re-teaching policies, procedures,
and expectations
Consistently communicating the expectations
through our actions and our words
Recognizing positive behaviors
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Using data to evaluate procedures and
supervision plans
Using data to evaluate interventions
What types of discipline data do we use to
evaluate our efforts, and what can we learn
from it?
Think about a time when a student has
misbehaved in your school or class. Describe
the behavior and what you believe to be the
motivation behind the behavior
•Power
•Revenge
•Hide inadequacies
•Attention
•Display of frustration
•Conflict
What strategies can you use to curb behavior based
on each of these motivators?
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Universal interventions
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Targeted interventions
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Address the motivation behind the behavior
Intensive interventions
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Discipline matrix
Address the needs of the child
Give two examples of universal interventions at the
administrative level and two examples of universal
interventions at the classroom level
Give two examples of targeted interventions at the
administrative level, and two examples of targeted
interventions at the classroom level
Give two examples of intensive interventions. What
resources are available in our schools to assist teachers in
accessing intensive interventions for students
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Active Supervision in all areas where students
are found
Common understanding of expectations
Consistent enforcement of expectations
Using positive language to address problem
behavior
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Use strategies to manage the flow of
traffic and maintain a safe and orderly
environment during transitions
Greet students by name, smile, and
have positive interactions
Model the way students should interact
with peers in the way you interact with
peers
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Increased student engagement
4 to 1 positive to negative interaction
Address problem behaviors in a
positive way when possible
Arrange the classroom to support the
activities going on
Clear goals, objectives, and instructions
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Avoid embarrassing students
Don’t let negative emotions dictate
your behavior
Practice common procedures
Student choice
Behavior momentum
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Praising effort more than outcome and
outcome more than ability
Use “you” more than “I”
Be specific
Be genuine
Praise 4 times as much as you correct
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The most powerful tool we have to impact
student behavior is adult behavior and that is
directly within our control.
How do you create opportunities for students
and staff to take ownership in the school?
How do you create opportunities for students
to take leadership roles within the school?
How do you celebrate successes, recognize
accomplishments, and reward positive
behaviors?
“You must first seek to understand before you
seek to be understood.” – Stephen Covey
“Angry children are children who are very afraid.
Violent children are children who are scared,
angry children.” –Malcolm Smith
The same part of the brain controls fear and
anger. Anger is a secondary emotion that is
dependent upon the presence of fear.
Three types of anger:
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Expressive anger-want adults to know about
their anger, don’t seem to care about
consequences, easy to recognize, not well
though out;
Adults must help them express what is causing
the anger and find appropriate ways to express
it.
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Passive anger-appear to be sneaky and avoiding
consequences, carefully plotted.
Students displaying passive anger don’t usually
admit they are angry. Their anger may come out
in devious & anonymous acts.
Implosive anger-students who have buried their
anger under a layer of emotions; so painful they
may hurt themselves or others rather than face it.
Students may turn to drug abuse or eat or starve
away their anger, greater risk for suicide, may be
inconsistent with out-of-control emotions
Escalation Cycle
•Adult
responses to student problem behavior may
actually cause negative behavior to escalate.
•Calm stage-students follow rules, on task, exhibits
socially appropriate behaviors, accept corrective
feed-back, and follow directives.
•Trigger stage (Anxiety)-something occurs that
upsets the student, often unresolved conflicts such
as repeated failures, frequent corrections,
interpersonal conflicts, inconsistent or infrequent
positive reinforcement- look for way for quick
success and immediately provide positive feedback
•Acceleration and Peak stages (Defensive, Acting
Out Person)-student is unable to think rationally or
exhibit self-control, INTERVENTION IS
FOCUSED ON THE SAFETY OF THE STUDENT
AND OTHERS. Disengage from the student and
follow school’s crisis prevention procedures. Peak
stage the student’s behavior is most severe and
may include destruction of property, physical
aggression or injury to self or others (may use room
clear).
•De-escalation stage (Tension Reduction)-severe
behaviors decrease, but the student may appear
confused. You may see denial or disengagement
from social or group activities.
•Recovery stage-The student prefers nonengagement activities. You may see withdrawal,
sleeping, or attempts to correct the problem.
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Modeling empathy- “May I help you?”
Appropriately intervene early
Manipulate the environmental factors
Identify replacement behaviors that can be taught
Non-verbal strategies
Acknowledge the student’s feelings
Remove the student from behavioral triggers
Avoid getting into a power struggle with the
students
“If you inadvertently assist the student to escalate, do
not be concerned; you will get another chance to do
it right the next time around.” -Colvin
The process used to calm an agitated student by using
communication, listening and body language.
When a student becomes agitated you can use
Empathic Listening:
-Provide the student with your undivided attention
-Maintain eye contact with the student
-Focus on the feelings & engage the student in
positive self-talk
-Avoid power struggles with students
-Give choices- (pencil or marker, front or back of
room, now or ISI)
Look at your voice:
 Lower your volume of voice when talking to
the student
 Tone- use a calm and reassuring voice that is
non-judgmental
 Cadence- talk at a slower speed of speech
 Monitor your body language (non-verbal
communication)-avoid gestures that appear
judgmental or non-supportive
All certified and non-certified school personnel
shall be trained annually to use an array of
positive behavioral supports and interventions
to accomplish the following:
-Increase appropriate student behaviors
-Decrease inappropriate or dangerous behaviors
-Respond to dangerous behavior
 The regulation establishes requirements for the
use of physical restraint & seclusion &
notification and reporting requirements
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The new Policies and Procedures for Seclusion
and Restraint can be accessed on our website
with all board policies and procedures.
All parents can also access our website to
access the policies and procedures. Also, a copy
of the Policy and Procedures will be sent home
with students at the first of school.
Our district now has procedures that must be
followed during and after EACH USE of
physical restraint or seclusion, including notice
to parents, documentation of the event in the
student information system (I.C.) and a process
for the parent or emancipated youth to request
a debriefing session.
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Requires notification within 24 hours to the
Kentucky Department of Education and local law
enforcement in the event of death, substantial risk
of death, extreme physical pain, protracted and
obvious disfigurement or protracted loss or
impairment of the function of a bodily member,
organ or mental faculty resulting from the use of
physical restraint or seclusion
Outlines procedure by which parents can submit a
complaint where by the district is required to
investigate the circumstances surrounding the
physical restraint or seclusion, make written
findings, and if appropriate, take corrective action
Outlines a procedure to regularly review data on
physical restraint & seclusion usage & revise
policies as needed
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If the student is not an emancipated youth, the
parent of the student shall be notified of the
physical restraint or seclusion verbally or through
electronic communication, if available to the
parent, as soon as possible within twenty-four (24)
hours of the incident.
If the parent cannot be reached within twenty-four
(24) hours, a written communication shall be
mailed to the parent via US mail.
The principal of the school shall be notified of the
seclusion/physical restraint as soon as possible,
but no later than the end of the school day on
which it occurred.
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If the parent/emancipated youth requests a debriefing session,
a debriefing session shall be held after the imposition of
physical restraint/seclusion.
The following persons shall participate in the debriefing
session:
(a) The implementer of the physical restraint or seclusion;
(b) At least two (2) of any other school personnel who were in
the proximity of the student immediately before or during the
physical restraint or seclusion;
(c) The parent of an non-emancipated student; or emancipated
student;
(d) Student, if the parent requests
(e) Administrative personnel, which may include appropriate
ARC members, Section 504 team members or RTI team
members
Debriefing session shall occur as soon as practicable, but not
later than five (5) school days following the request of the
parent/emancipated youth, unless delayed by written mutual
agreement of the parent/emancipated youth and the school.
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The debriefing session shall include:
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Identification of the events leading up to seclusion/restrain;
Consideration of relevant information in the student’s records
and information from teachers, parents, other school district
personnel and the student;
Planning for the prevention & reduction of the need for
seclusion/restraint, with the consideration of recommended
appropriate positive behavioral supports & interventions to
assist school personnel responsible for implementing the
student’s IEP, or Section 504 plan or RTI plan, if applicable;
Consideration of whether positive behavioral
supports/interventions were implemented with fidelity; and
For any student not identified a eligible for services under
either Section 504 or IDEA, consideration of a referral or
documentation of the basis for declining to refer the student
All documentation utilized in the debriefing session shall
become part of the student’s educational record.
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Each school is required to have a core team of
selected school personnel that are designated to
respond to dangerous behavior and to implement
physical restraint if needed.
Each school has a group of people that have been
trained annually and pass a certification. Simpson
County Schools uses CPI.
The training includes:
Appropriate procedures for preventing the use of
physical restraint except as permitted by 704 KAR
1:760
A description & identification of dangerous
behaviors that may indicate the need for physical
restraint & methods for evaluating the risk of harm
in individual situations, to determine whether the
use of physical restraint is safe & warranted.
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Simulated experience in administering and
receiving physical restraint, & instruction
regarding the effect on the person physically
restrained, including instruction on monitoring
physical signs of distress & obtaining medical
assistance
Instruction regarding documentation &
notification requirements & investigation of
injuries
Demonstration by core team members of
proficiency in the prevention and use of
physical restraint
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704 KAR 7:160 defines seclusion as the involuntary
confinement of a student alone in a room or area from
which the student is prevented from leaving but does
not mean classroom timeouts, supervised in-school
detentions, or out-of-school suspensions.
Seclusion may only be implemented in a public school
or educational program under the following
conditions:
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The student’s behavior poses an imminent danger of physical
harm to self or others.
The student is visually monitored for the duration of the
seclusion
Less restrictive interventions have been ineffective in stopping
the imminent danger or physical harm to self or others
School personnel implementing the seclusion are appropriately
trained to use seclusion
Simpson County Schools do not currently have any seclusion
rooms within the district!
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Seclusion shall NOT be used:
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As punishment or discipline
To force compliance or to retaliate
As a substitute for appropriate educational or behavioral
support
To prevent property damage in the absence of imminent
danger of physical harm to self or others
As a routine school safety measure
As a convenience for staff
As a substitute for time out
As defined by 704 KAR 7:160 “Timeout” means a behavior
management technique that is part of an approved program
that involves the monitored separation of the student in a
non-locked setting, and is implemented for the purpose of
calming.
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The use of seclusion shall end as soon as:
The student’s behavior no longer poses an imminent danger of
physical harm to self or others or
 A medical condition occurs putting the student at risk of harm
A setting for seclusion shall:
 Be free of objects and fixtures with which a student could inflict
physical harm to self or others or
 Provide school personnel a view of the student at all times
 Provide adequate lighting and ventilation
 Have an unlocked and unobstructed door
 Have at least an annual fire and safety inspection
 Be reviewed by district administration to ensure programmatic
implementation of guidelines and data related to its use
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Physical restraint shall not be used:
 As a punishment or discipline
 To force compliance or to retaliate
 As a substitute for appropriate educational
or behavioral support
 To prevent property damage, except as
permitted under KRS Chapter 503
 As a routine school safety measure
 As a convenience for staff
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School Personnel Shall Not Impose the
Following On Any Student at Any Time:
 Mechanical Restraint
 Chemical Restraint
 Aversive behavioral interventions
 Physical restraint that is life threatening
 Prone or supine restraint
 Physical restraint if they know that physical
restraint is contraindicated based on the
student’s disability, health care needs, or medical
or psychiatric condition
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Physical Restraint May Only be Implemented in
a Public School or Educational Program when:
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The student’s behavior poses an imminent danger of
physical harm to self or others as permitted under:
KRS 503.050, KRS 503.070 and KRS 503.110
• The physical restraint does not interfere with the
student’s ability to communicate in the student’s
primary language or mode of communication, unless
the student uses sign language or an augmentative
mode of communication as the student’s primary
mode of communication and the implementer
determines that freedom of the student’s hands for
brief periods of time during the restraint appears
likely to result in physical harm to self or others.
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The student’s physical and psychological wellbeing is
monitored for the duration of the physical restraint.
Less restrictive behavioral interventions have been
ineffective in stopping the imminent danger of physical
harm to self or others, except in the case of a clearly
unavoidable emergency situation posing imminent
danger of physical harm to self or others.
School personnel implementing the physical restraint
are appropriately trained as required by Section 6(3)
(Core Team Training) of this regulation, except to the
extent necessary to prevent physical harm to self or
others in clearly unavoidable emergency circumstances
where other school personnel intervene and summon
trained school personnel as soon as possible.
Implementing a physical restraint, school personnel
shall use only the amount of force reasonably believed
to be necessary to protect the student or others from
imminent danger of physical harm.
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The use of physical restraint shall end as
soon as the following conditions occur:
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The student’s behavior no longer poses an
imminent danger of physical harm to self or
others.
A medical condition occurs putting the student
at risk of harm
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Warning Signs of Student Emotional Distress
Uncontrollable crying or screaming
Extreme withdrawal
Irrational statements
Urination, defecation, or vomiting
Warning Signs of Serious Physical Injury
 Complaints of pain
 Bleeding
 Complaints of severe pain with obvious reddening, swelling
or abrasions
 Signs of broken or dislocated joints/bones
Warning Signs of Asphyxia
 Panting, shallow breaths, or hyperventilation
 Unconsciousness or unresponsiveness to regular verbal
checks
 Darkening of skin around mouth or nose, and in hands or
fingernails
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THE FOLLOWING INFORMATION MUST BE REPORTED
by the district in the Kentucky Student Information System:
Aggregate number of uses of physical restraint.
Aggregate number of students placed in physical restraint.
Aggregate number of uses of seclusion
Aggregate number of students placed in seclusion
Aggregate number of instances of substantial risk of death,
extreme physical pain, protracted & obvious disfigurement or
protracted loss or impairment of the function of a bodily
member, organ, or mental faculty to students related to physical
restraint or seclusion.
Aggregate number of instances of risk of death, extreme physical
pain, protracted & obvious disfigurement or protracted loss or
impairment of the function of a bodily member, organ, or mental
faculty to students related to physical restraint or seclusion.
Aggregate number of instances in which a school resource officer
or other sworn law enforcement officer is involved in the
physical restraint or seclusion of a student.
PATH: Student Information | General | Restraint
and Seclusion tab
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Status Date: Date will default to the date record is created
Status Time: Time will default to the time record is created
Resolution ID: Enter the resolution ID that was assigned when the resolution was
entered and saved on the student’s behavior record
Resolution Code: Select the appropriate State Code used as resolution; SSP7:
Restraint or SSP8: Seclusion
Parent Notified: Select Yes or No to indicate if the parent was notified of the
resolution
Date Parent Notified: Enter the date the parent was notified of the resolution
Method of Notification: Select from the drop list the method in which the parent
was notified of the resolution
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 Describe Events Lead to Resolution: Enter a description of any events
leading up to the use of restraint or seclusion including possible factors
contributing to the dangerous behavior
 Use Continuation textbox if additional space is needed
 Interventions Immediately Prior: Select any behavioral interventions used
immediately prior to implementation of restraint or seclusion, check all that
apply
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Present options
Provide Space
Involve student in plan
Relaxation activities
Verbal redirection
“I” messages
Positive direction and limits
Positive correction
Problem solving
Other, specify
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Describe behavior pose danger/harm: Enter a description as to
how the student’s behavior posed an imminent danger of
physical harm to self or others
Use Continuation textbox if additional space is needed
Behavior during resolution: Enter a description of student’s
behavior during restraint or seclusion
Use Continuation textbox if additional space is needed
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Technique Used: Select techniques used in physically restraining or
secluding the student and any other interactions between the student and
school personnel during the use of physical restraint or seclusion, check all
that apply
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 Injuries to student: Select from drop list injuries to the student related to
restraint or seclusion, if no injuries select None
 Injuries to School Personnel: Select from drop list injuries to school
personnel related to restraint or seclusion, if no injuries select None
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Death
Substantial Risk of Death
Extreme Physical Pain
Protracted and obvious disfigurement
Protracted loss or impairment of the function of a bodily member, organ or
mental faculty
None
 Injuries to Others: Describe any injuries to others involved in event
 Describe Injuries: Describe injuries to students, school personnel or others
from this event related to restraint or seclusion
Use Continuation textbox if additional space is needed
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 Effective de-escalating: Describe the effectiveness of restraint or seclusion in
de-escalating the situation
Use Continuation textbox if additional space is needed
 Describe response to behavior: Describe the school personnel response to the
dangerous behavior
Use Continuation textbox if additional space is needed
 Planned positive intervention: Describe the planned positive behavioral
interventions which shall be used to reduce the future need for restraint or
seclusion of the student
Use Continuation textbox if additional space is needed
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 Student identified Section 504: Select Yes or No indicating if student has
previously been identified under Section 504
 Student referred Section 504: Select Yes or No indicating if student has been
referred under Section 504
 Basis for declining to refer 504: If student has not been previously identified
and has not been referred to Section 504, describe basis for declining to refer
the student
 Student identified IDEA: Select Yes or No indicating if student has previously
been identified under Disabilities Education Act (IDEA)
 Student referred IDEA: Select Yes or No indicating if student has been referred
under Disabilities Education Act (IDEA)
 Basis for declining to refer IDEA: If student has not been previously
identified and has not been referred to Disabilities Education Act (IDEA),
describe basis for declining to refer the student
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 Debriefing Session Requested: Indicate Yes or No if the parent or the
emancipated youth requested a debriefing session
 Date of Request: If session requested, enter the date requested
 Date of Debriefing Session: If session occurs, enter the date of the
debriefing session; session shall occur as soon as practicable, but not
later than (5) school days following the request of the parent
 Parent/Guardian: Enter name(s) of Parent/Guardians attending the
debriefing session, if applicable
 Student: Enter the name of the student attending the debriefing session,
if applicable
 Other, specify: Enter other representative, with title, attending the
debriefing session, if applicable
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School Personnel Attending: Indicate and enter the names of school
personnel attending the debriefing session; the following persons shall
participate in the debriefing session:
 Implementer of the restraint or seclusion
 At least two other school personnel who were in the proximity of the
student immediately before or during the restraint or seclusion
 Appropriate supervisor and administrative school personnel, which
may include appropriate Admissions and Release Committee members,
Section 504 team or response to intervention team members
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