Module 5: Severe Behavior
Texas Behavior Support Initiative: Module 5 1
Module 5: Agenda
• Legal Requirements
• Defusing Behavior
• Crisis Management
• Critical Attributes
• Case Study
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Legal RequirementsDefinition of Restraint
Restraint means the use of physical force or a mechanical device to restrict the free movement of all or a portion of the student’s body.
TAC 89.1053(b)(2)
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Legal RequirementsUse of Restraint
Restraint can only be used in an emergency with the following limitations:
• Limited to reasonable force necessary to address emergency
• Discontinued when emergency no longer exists
• Implemented to protect health/safety of student and others
• Shall NOT deprive student of basic human necessities
TAC 89.1053(c)
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Texas Behavior Support Initiative: Module 5
Legal RequirementsDefinition of Emergency
Emergency means a situation in which a student’s behavior poses a threat of:– imminent, serious physical harm to the
student or others; or– imminent, serious property destruction
TAC 89.1053(b)(1)
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Legal RequirementsClarification Regarding
Restraint
• Restraint does NOT include:– Physical contact or appropriately prescribed
adaptive equipment to promote normative body positioning and/or physical functioning
– Limited physical contact with a student to promote safety (e.g., holding a student’s hand), prevent a potentially harmful action (e.g., running into the street), teach a skill, or provide comfort
TAC 89.1053(f)
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Texas Behavior Support Initiative: Module 5
Legal RequirementsClarification Regarding
Restraint(continued)
• Restraint does NOT include:– Limited physical contact or appropriately
prescribed adaptive equipment to prevent a student from engaging in ongoing, repetitive self-injurious behaviors
– Seat belts and other safety equipment used to secure students during transportation
TAC 89.1053(f)7
Texas Behavior Support Initiative: Module 5
Legal RequirementsTraining on Use of Restraint
Who?By 4/1/03—Core campus
team (administrator and general/special education personnel likely to use restraint)
After 4/1/03—Personnel using restraint who have not received prior training
What?• Prevention/de-
escalation techniques• Alternatives to
restraint• Professionally
accepted practices and standards regarding behavior management and use of restraint
– TAC 89.1053(d) Texas Behavior Support Initiative: Module 58
Legal RequirementsDocumentation of Restraint
Day of restraint
Within 1 school day
Timely Manner
•Administrator/ designee (written or verbal)
•Parent --good faith effort (verbal)
•Parent---placed in mail or otherwise provided (written)
•Student Special Education Eligibility Folder for ARD consideration (written)
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Legal RequirementsNotification/Documentation
Requirements• Name of student• Name of staff member(s)
administering restraint• Date of restraint• Time began/ended• Location of restraint• Description of activity
student engaged in immediately preceding restraint
• Behavior that prompted restraint
• De-escalation efforts/alternatives attempted
• Parent contact/notification
TAC 89.1053(d)
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Legal RequirementsData Collection Requirement
• Cumulative data regarding use of restraint reported through Public Education Information Management System (PEIMS)
TAC 89.1053(d)
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Defusing Behavior• Pre-correcting
problem behavior• Utilizing effective
correction procedures
• Managing off-task behavior
• Managing provocative or challenging behavior
• Responding to disrespectful behavior
• Managing agitation• Establishing limits
and defusing defiance• Managing threats and
intimidating behavior
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Pre-Correcting Problem Behavior
• Prevention or interruption of predictable problem behavior
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Pre-Correction Procedures
• Identify context and predictable behavior
• Specify expected behavior
• Modify context• Conduct behavior
rehearsal
• Provide strong reinforcement for expected behaviors
• Prompt expected behaviors
• Monitor the plan
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Utilizing Effective Correction Procedures
• The goal is to interrupt the chain of behavior and assist the student in engaging in the present activities
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Managing Off-Task Behavior
• Determine the motivation for the off-task behavior. Is it attention-getting or avoidance related?
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Managing Provocative or Challenging Behavior
• The student’s behavior may escalate or become defused, depending on how the teacher addresses the problem
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Responding to Disrespectful Behavior
• Delay responding• Avoid escalating
prompts• Respond calmly• Deliver appropriate
negative consequence
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Managing Agitation
• Identify the signs of agitation
• Utilize
techniques to defuse it
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Establishing Limits and Defusing Defiance
• Pre-teach procedures
• Present choices non-confrontationally
• Follow through
LIMITS
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Managing Threats and Intimidating Behavior
Disengage and Get Assistance
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Phases of Escalating Behavior
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Phase One: Calm
• On-task
• Follows rules and expectations
• Responsive to praise
• Initiates behavior
• Goal oriented
• Socially appropriate
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Signs of Escalating Behavior • Questioning and
arguing • Non-compliance
and defiance • Verbal abuse • Disruption• Bothering others • Destruction of
property
• Whining and crying
• Limit testing • Threats and
intimidation • Avoidance and
escape• Off task behavior
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Phase Two: Triggers/AntecedentsSchool-Based• Conflicts• Denial of
something needed• Something
negative is inflicted
• Changes in routine• Provocations
• Pressure• Interruptions• Ineffective
problem- solving• Academic errors• Corrections
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Phase Two: Triggers/Antecedents
Non-School-Based• Family disruption• Health problems• Abuse• Nutrition• Sleep• Substance abuse• Gang involvement
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Phase Three: Agitation
Increase in Behavior• Eyes dart• Language non-
conversational• Busy hands• In and out of group• Off-task/On-task
Decrease in Behavior• Stares into space• Language subdued• Hands contained• Withdraws from
group• Off-task, “Frozen”
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Managing the Agitation Phase
• Teacher support• Space• Choices• Preferred activities• Teacher proximity• Independent
activities
• Movement activities• Involvement of the
student• Relaxation activities
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Phase Four: Acceleration
• Questioning & arguing• Non-compliance &
defiance• Off-task• Provoking students• Compliance with
accompanying inappropriate behaviors
• Criterion problems• Whining & crying• Avoidance &
escape• Threats &
intimidation• Verbal abuse
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Managing the Acceleration Phase
• Limit verbal instructions and commands• Allow student to express emotion• Provide more space• Assess the need for assistance• Maintain a calm demeanor• Mentally review the emergency plan• Limit number of persons interacting with
student
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Phase Five: Peak
• Serious destruction of property
• Assault• Self-abuse• Severe tantrums• Hyperventilation• Screaming, running,
violence
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Managing the Peak Phase
• Assess safety needs of self and all students
• Implement a behavior support plan
• Institute emergency plan• Assess need for restraint• Request assistance• Coordinate response with
other staff• Use room clears
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Phase Six: De-escalation
• Confusion • Reconciliation• Withdrawal• Denial• Blaming others• Sleeping• Responsive to
directions
• Responsive to manipulative or mechanical tasks
• Avoidance of discussion (unless there is occasion to blame others)
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Managing the De-escalation Phase
• Monitor for health and safety of all involved• Monitor student for re-escalation of
behavior• Allow time and space• Provide opportunity for non-judgmental
discussion• Provide easy/concrete tasks• Determine appropriate time to de-brief
with student and staff
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Phase Seven: Recovery
Return to Phase One: Calm
Assist student in returning to normal
activities
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Things to Avoid • Getting in the student’s face• Discrediting student• Nagging or preaching • Arguing• Engaging in power struggles• Tugging or grabbing the
student• Cornering the student• Shouting or raising voice
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TIPS
• Move slowly and deliberately• Keep reasonable distance• Minimize body language • Speak privately• Speak calmly• Speak respectfully• Use simple language • Acknowledge cooperation • Withdraw if problems escalate
Crisis Management
• Systems response
• Safe strategies
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Systems Response
• Planning
• Action
• Follow-up
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Texas Behavior Support Initiative: Module 5
Safe Strategies for Managing Behavioral
Crisis
• Before
• During
• After
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Interventions During the Behavioral Emergency
• Removal of the other students
• Removal of the student who is in crisis
• Defusing verbal aggression and intimidation
• Display non-involvement behavior
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Interventions After the Behavior Emergency
• Restore the environment
• Conduct debriefing session
• Develop problem-solving action plan
• Utilize additional strategies for chronic offenders
Follow-Up
• Gathering information
• Delivering consequences
• Providing support to victim as needed
• Restoring environment as needed
• Conducting a debriefing session
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Debriefing Session
• What did you do?• Where, when, and why did the problem
behavior occur?• What could you do differently next time?• What do you need to do next?• What is the action plan• How do we check on how you are doing?
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Utilizing Additional Strategies for Chronic
Offenders• Additional Assessment
– Functional Behavioral Assessment– Mental Health or Other Health
Assessment– Assessment of Risk Factors
• Specific Behavior Support Plan
• Follow-up Texas Behavior Support Initiative: Module 5 44
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Critical Attributes
• Development• Program Review• Additional
Considerations
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Activity: Crisis ManagementSchoolwide Procedures
Before •District Crisis Management Plan•Train staff •Organize school crisis team•Develop system for requesting assistance
During •Implement safety procedures•Support crisis team•Secure other students/staff
After •Implement documentation procedures•Debrief crisis team members
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Activity: Crisis ManagementClassroom Procedures
Before •Develop procedure for room clears•Select location and assignments for students•Teach staff to use room clears•Teach room clears to students•Communicate with parents, staff, and students
During •Implement plan•Monitor student health and safety
After •Document incident •Follow debriefing plan for students
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Activity: ABC DefinitionsAntecedent Behavior Consequence Function
During cooperative learning and group activities, when reprimanded by teacher and/or when teased by peers
Student runs from the classroom
Replacement:
Student able to leave group setting to work independently
Teacher chases student and sends student home
Escape or avoid task and/or peers
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Activity: ABC Interventions**Not to all be used at same time
Antecedent Behavior Consequence
•Adapt instruction-indiv. instruction•Expectations-allow student choice of indep. or smaller group•Provide safe area to use when feels like running
•Direct instruction-social skills training•Practice/modeling how to cope with teasing•Replacement behavior-teach appropriate method to ask to work independently
•Training to reduce anxiety from interactions with peers•Reinforcement for staying in area—contract, point system, self-management
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Activity: Systemic Interventions
Classroom Schoolwide
•Pair with sympathetic peer•Teach and model tolerance•Allow students to choose group members
•Mentoring program•Bullying prevention programs•Social skills training groups
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Activity: Additional Considerations
• Additional Assessments– Consider additional evaluation for written language
and/or emotional concerns
• Additional Interventions– Referral to community programs for medical and
supportive services
• LRE Issues– Appropriate interventions will avoid the need for a
more restrictive environment
• PBS Issues– Positive interventions will reduce the frequency of
behavior emergencies and need for restraint
Big Ideas!
• Defuse behavior by interrupting the crisis behavior early in the behavior chain
• Understand the phase of escalation in student behavior to better respond to the behavior
• Prepare a schoolwide or system response to crisis behavior
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Big Ideas!
• Plan for behavioral emergencies• Train staff in the use of professionally
accepted methods of physical restraint• Prevent or reduce the use of physical
restraint by using positive interventions
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