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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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