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704 KAR 7:160

704 KAR 7:160. Use of Physical Restraint and Seclusion in Public Schools. Agenda. Background Description of Handouts Benefits of Positive Behavior Supports and Interventions Schoolwide Positive Behavior Systems Behavior Management Strategies

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704 KAR 7:160

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  1. 704 KAR 7:160 Use of Physical Restraint and Seclusion in Public Schools Fayette County Public Schools

  2. Agenda Background Description of Handouts Benefits of Positive Behavior Supports and Interventions Schoolwide Positive Behavior Systems Behavior Management Strategies Effective Strategies for Responding to Problem Behavior Fayette County Public Schools

  3. Background • Enacted February 1, 2013 • Designed to enhance safety for students and staff by: • Limiting the use of physical restraint and seclusion • Training teachers on more effective ways to improve student behavior • Training teachers on how to safely conduct restraints when absolutely necessary. Fayette County Public Schools

  4. Handouts Regulation FCPS Policy and Procedures List of each schools “core team” Fayette County Public Schools

  5. Benefits of PBS and Interventions 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. Fayette County Public Schools

  6. Four Key Principles Predicting problem behavior Preventing problem behavior Maintaining consistency Monitoring the program Fayette County Public Schools

  7. School-wide Positive Behavior Systems Fayette County Public Schools

  8. Elements of Positive Behavior Interventions and Supports Teaching and reinforcing appropriate behavior so that everyone, the adults and the students, are engaging in instruction and prevention Following consistent plans when responding to problem behavior Using data to guide decision making Reinforces students for following the behavior expectations Fayette County Public Schools

  9. Multi-Tiered Behavior System Our behavior POI is a multi-tiered system Primary (Universal) Prevention Secondary (Targeted) Prevention Tertiary (Intensive) Prevention Fayette County Public Schools

  10. PBIS Pyramid Fayette County Public Schools

  11. Key Points for PBIS A school-wide commitment is crucial to success. A leadership team that meets regularly is essential. Analyzing behavioral data for patterns helps to predict behavior problems. Fayette County Public Schools

  12. Preventing Problem Behavior • Routines and arrangements: • Standing in the doorway during transitions • Providing positive prompts before releasing students from class. • Keeping doors to stairways open. • Acknowledging students following rules. • Consistently correcting students who behave inappropriately. • Teach expectations and post throughout the school. Fayette County Public Schools

  13. Responding to Problems • Keys to responding appropriately to problems: • Classroom vs. office referrals • Develop a list of effective consequences • Always have correction as part of the response Fayette County Public Schools

  14. Acknowledging Success • Ways to properly use reinforcement: • Verbal praise • Non-verbal praise (thumbs up) • Public acknowledgement • Privileges • Token systems, classwide reinforcement Fayette County Public Schools

  15. Monitoring Success Try to stay proactive instead of reactive Strive for a four to one ratio of positive to negative interactions Fayette County Public Schools

  16. Behavior Management Strategies • Adults’ actions are key… • Awareness – think about how your actions affect students. • Strive for a 4:1 ratio of positive reinforcement versus punishment/negative interactions. Fayette County Public Schools

  17. Building Positive Relationships • Quick strategies: • Showing a genuine interest in students • Providing age-appropriate feedback in a non-embarrassing way. • Treating students with respect by using simple courtesy such as saying “thank you” and “please” Fayette County Public Schools

  18. When problem behaviors occur… • General strategies: • Acknowledge appropriate behavior displayed by students. • Speak privately to the student exhibiting problem behavior. • Identify the problem without emotion. • Present options. • Ask the student to improve their behavior for their benefit (not yours) • Acknowledge compliance Fayette County Public Schools

  19. Behavior Management – Schedule and Routines • Having a consistent schedule matters! • Expectations for arrival times • A sequence and planned duration of activities • A routine for clean-up and transitions between activities • Explanations for any schedule changes Fayette County Public Schools

  20. In addition… All procedures are taught and practiced and feedback is given. Transitions between activities are smooth and without confusion. Transitions in and out of the classroom are clearly defined and practiced. Fayette County Public Schools

  21. Physical Arrangement • Characteristics of a well-designed classroom include: • Clear expectations are communicated regarding acceptable behavior • Expectations regarding behavior are posted clearly • Transitions are smooth and without confusion • Transitions in and out of the classroom that are clearly defined and practiced • Students see teacher and teacher sees students at all times Fayette County Public Schools

  22. Teacher Proximity Moving about the classroom frequently and maintaining a close proximity to the students can have a dramatic impact on student behavior. Hovering near a particular student or area where behavior problems may occur is an effective strategy. Fayette County Public Schools

  23. Positive Teaching Practices Provide clearly specified goals and objectives Engage students throughout lessons Provide high levels of feedback Use verbal prompts along with physical demonstrations Use “natural models” Fayette County Public Schools

  24. Behavior Momentum Strategy for increasing the likelihood of appropriate behavior by asking a student to do two or three things they typically want to do and then following up with a request for a behavior the student typically does not want to do. Fayette County Public Schools

  25. Additional strategies Providing Choices Opportunities to Respond Prompts and Cues Fayette County Public Schools

  26. Effective Strategies for Responding to Problem Behavior Fayette County Public Schools

  27. Why are these kids so angry? • Three types of anger: • Expressive • Passive • Implosive Fayette County Public Schools

  28. Strategies Expressive Anger Characteristics Overt/Wants you to know Doesn’t seem to care about consequences May want attention Can be cultural or gender based Easy to recognize In control of emotions but not behavior Needs to talk about what caused anger Low-moderate skill level required for good response Teachable; will respond to anger management instruction

  29. Strategies Passive Anger Characteristics Hides anger Knows how to avoid consequences In control of emotions and behavior Needs to talk about what CAUSED the anger Carefully plotted Never confront alone; witness are invaluable Get consensus before reporting.

  30. Strategies Implosive Anger Characteristics Hides anger inside Wants consequences Ambivalent or flat affect Behavior dictated by out of control emotions Knows he/she is angry May be sarcastic, bitter Can’t explain actions • Coach, don’t confront. • Offer assistance carefully. • Do not use negative feedback. • Increase positive interactions • Condition yourself to find good in the child. • May need professional help or hospitalization

  31. Phases of Escalation Students differ in terms of specific behaviors exhibited and the amount of time it takes to move through a phase. As educators it is our goal to use our knowledge of these seven phases of escalation to understand a student’s behavior and to intervene as early as possible in the process.

  32. 5. Peak 4. Acceleration 6. De-escalation INTENSITY 3. Agitation 2. Trigger 7. Recovery 1. Calm TIME THINKING ABILITY

  33. 5. Peak 4. Acceleration 6. De-escalation INTENSITY 3. Agitation 2. Trigger 7. Recovery 1. Calm TIME Phase 1: Calm 1. On Task2. Follows rules and expectations3. Responsive to praise4. Initiates behavior5. Goal oriented6. Accepts praise

  34. Strategies: Phase One Calm 1. Structure 2. Quality Instruction 3. Attention

  35. 5. Peak 4. Acceleration 6. De-escalation INTENSITY 3. Agitation 2. Trigger 7. Recovery 1. Calm TIME Phase 2: Trigger 1. Conflicts a. Denial of something they need b. Something negative is inflicted on them2. Changes in routine3. Provocations4. Pressure5. Interruptions6. Ineffective problem solving7. Errors8. Corrections

  36. Strategies: Phase Two Triggers Formal strategies for problem-solving Individual Problem Solving Plan Pre-Correction Plan

  37. 5. Peak 4. Acceleration 6. De-escalation INTENSITY 3. Agitation 2. Trigger 7. Recovery 1. Calm TIME Phase 3: Agitation 1. Eyes dart or may stare into space2. Language non- conversational or subdued3. Busy hands or hands contained4. In and out of groups or withdraws from groups5. Off task/On task or totally off task “Frozen”

  38. Strategies: Phase Three Agitation 1. Aim to reduce anxiety 2. Give space & time 3. Preferred activities 4. Teacher proximity 5. Independent activities 6. Movement activities 7. Plan ahead: Involve student in the plan.

  39. 5. Peak 4. Acceleration 6. De-escalation INTENSITY 3. Agitation 2. Trigger 7. Recovery 1. Calm TIME Phase 4: Acceleration 1. Questioning and arguing2. Non-compliance and defiance3. Off task4. Provoking students5. Compliance (with inappropriate behaviors) 6. Whining and crying7. Avoidance and escape8. Threats and intimidation9. Verbal abuse

  40. Strategies: Phase Four Acceleration 1. Avoid escalating prompts. 2. Maintain calmness, respect and detachment. 3. Utilize crisis prevention strategies. 4. Allow a “face-saving” way out

  41. 5. Peak 4. Acceleration 6. De-escalation INTENSITY 3. Agitation 2. Trigger 7. Recovery 1. Calm TIME Phase 5: Peak 1. Physical abuse2. Assault3. Self-abuse4. Severe tantrums5. Hyperventilation6. Screaming7. Running8. Violence

  42. Strategies: Phase Five Peak 1. Short term interventions 2. Crisis plan 3. Focus on safety 3. Long term interventions

  43. 5. Peak 4. Acceleration 6. De-escalation INTENSITY 3. Agitation 2. Trigger 7. Recovery 1. Calm TIME Phase 6: De-escalation 7. Responsive to manipulative or mechanical tasks 8. Easily re-escalated 1. Confusion2. Reconciliation3. Withdrawal4. Denial5. Blaming others6. Responsive to directions

  44. Strategies: Phase Six De-Escalation 1. Minimize demands and attention. 2. Allow some time to cool down. 3. Engage in independent work or structured task such as counting items, sorting, etc. 4. Complete exit paperwork. 5. Restore environment. 6. Emphasize fresh start.

  45. 5. Peak 4. Acceleration 6. De-escalation INTENSITY 3. Agitation 2. Trigger 7. Recovery 1. Calm TIME Phase 7: Recovery 1. Eagerness for independent work or activity 2. Subdued in group work 3. Subdued in class work 4. Defensive 5. Sleeping 6. Avoidance of de-briefing

  46. Strategies: Phase Seven Recovery 1. Provide strong focus on normal routines. 2. Facilitate transition back to engagement. 3. Acknowledge prior successful handling of similar situations. 4. Communicate expectation that the student can succeed and your willingness to help. 5. Establish a plan with specific steps. 6. De-brief. 7. Seek to reach closure.

  47. Establishing a core team Regulation requires each school designate a core team who is designated to respond to dangerous behavior and to implement physical restraint, if needed. Core team receives additional training. All school personnel will be notified who are the members of the core team. Fayette County Public Schools

  48. 704 KAR 7:160 Use of Physical Restraint and Seclusion in Public Schools • All school districts must establish and implement policies and procedures regarding restraint and seclusion that do the following: • Ensures school personnel are aware of and parents are notified how to access the policies and procedures regarding physical restraint and seclusion • Requires school personnel to be trained in accordance with the requirements outlined in Section 6 of the administrative regulation Fayette County Public Schools

  49. Outlines procedures to 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, and a process for the parent or emancipated youth to request a debriefing session • Requires notification within twenty-four (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 a procedure by which parents may submit a complaint regarding the physical restraint or seclusion of their child, which shall require the district and school to investigate the circumstances surrounding the physical restraint or seclusion, make written findings, and, if appropriate, take correction action Fayette County Public Schools

  50. Outlines a procedure to regularly review data on physical restraint and seclusion usage and revise policies as needed • As required by Section 6 (1), all school personnel shall be trained in state administrative regulations and school district policies and procedures regarding physical restraint and seclusion. • 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 student behaviors • *Respond to dangerous behavior Fayette County Public Schools

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