2011 Illinois CCBD Drive-In Conference

2011 Illinois CCBD Drive-In Conference

“What Strategies Do Teachers of Students with E/BD Use In Their Classrooms”

Edward J. Cancio The University of Toledo

Jesse (Woody) Johnson&

Erika BloodNorthern Illinois University

Physical Environment of A Classroom

• The physical layout of the classroom can impact both behavior & instruction.•Teachers identify crowded rooms as a setting event for problem behaviors (McGill, Teer, Rye, & Hugues, 2003).• Teachers do not have power over the number of students in a room, they do have control over the way the classroom is organized.• Students & teachers need to move around the room without bumping into objects, each other or interrupting each others work (Jones & Jones, 2007; Stichter et al., 2004).• Teachers need to continuously assess the classroom space in their classroom.

A daily schedule should be developed & clearly visible for all to see.

Unstructured time in the schedule is an open invitation for disruptive behavior.

Having a schedule helps teachers maintain order & provides teachers a mechanism to ensure most of the day is scheduled for academic activity (Trussell, 2008).

Effective instruction is a key component of behavior management.

Daily Classroom Schedule

Lack of clarity of rules has pointed to difficulty in avoiding anti-social behavior in schools (Mayer, 1995).

A classroom with unclear rules becomes a setting for problem behaviors.

A cycle develops between lack of following rules and punitive actions by adults (Trussell, 2008).

An environment in which there are high rates of punitive practices between student & adults becomes a setting for problem behavior (Mayer, 1995).

To create a classroom environment in which there are clear & consistent rules & expectations, a critical 1st step is to have the rules of the classroom clearly posted and visible for all students.

Classroom Rules

Student-teacher interactions for students with problem behaviors are limited & characterized as less than positive & often coercive (Gunther, Denny, Jack, Shores, & Nelson, 19993; Nelson & Roberts, 2000).

Sutherland (2000) concluded from his review of the literature that students with E/BD receive extremely rates of reinforcement.

Teachers who have students with challenging behavior in their classrooms provide infrequent positive reinforcement & often impose noncontingent reprimands (Reinke & Herman, 2002)

Praise

Conroy, Sutherland, Snyder, Al-Hendawi, & Vo (2009) define effective praise as teacher-initiated statements that convey to students the specific behaviors in which teachers would like to see students to continue to engage in the future.

Teachers who provide high rates of positive feedback create a climate in which student’s are routinely & consistently recognized & their positive skills are strengthened.

Researchers have identified praise as a research-supported practice for students with E/BD (Lewis, Hudson, Richter, & Johnson, 2004).

Effective Praise

Precorrection is a proactive strategy. Precorrection is associated with what happens directly

before an expected behavior occurs. Precorrection decreases the amount of time teachers spend

in redirection & correction after mistakes & inappropriate behavior has occurred (Lampi, Fenty, & Beaunae, 2005).

Precorrection prevents repetition of the wrong behavior. Precorrection sets up situations in which teachers can use

praise to reinforce the appropriate behaviors (Colvin, Sugai, & Patching, 1993).

Precorrection creates a more positive climate in the classroom because less punitive strategies are required (Lampi, Fenty, & Beaunae, 2005).

Precorrection

Most programs for students with E/BD have implemented token economies, point systems, or level systems (Reitz, 1994).

Limited research on level systems has been conducted.

Much controversy over level systems has surfaced.

When used appropriately level systems are valuable tools to manage behavior in E/BD classrooms.

Token Economy/Level Systems

Rationale for Level/Point Systems

When implemented effectively they provide fair & consistent order.

Provide teachers & staff with a clear structure for effectively utilizing descriptive instructional praise & corrective teaching.

They assist in generalizing prosocial behavior from special education to inclusive settings.

Restore students lost hope. Provides opportunities for teachers to evaluate

student behavior more frequently.

Teaching Social Skills

Review – why the skill important? Teach skills by breaking them into small steps. Demonstrate & model the skill. Have students practice the skill using role playing. Provide performance feedback & reinforcement

for practice. Provide homework. Systematically provide a program for generalization

of social skills.

With IDEA 2004 functional behavior assessment is required prior to the development of a BIP for students with disabilities that impede functioning in the educational environment (Killu, 2008).

FBA involves using several methods to determine the casual & maintaining factors for a challenging behavior that lead to the development of intervention strategies to meet the individualized needs of a student.

The underlying theme for conducting an FBA is that all behavior has a function & occurs for a reason.

Failure to conduct a comprehensive FBA may result in an ineffective behavioral intervention.

FBA/BIP’s

Teachers of students with E/BD must be trained & be proficient in de-escalating students disruptive, noncompliant, & aggressive behavior (Colvin, 2004).

There are many programs to train teachers to proactively manage disruptive, noncompliant, & aggressive behavior (Couvillion, Peterson, Ryan, Scherrman, & Stegall, 2010).

We must be very careful in the use of physical restraint & seclusion of students.

We must follow CCBD guidelines for physical restraints & seclusion (CCBD, 2009).

Crisis Intervention

The reintegration of students with E/BD is one of the weakest links in programming for these students (Huntze & Werner, 1982).

Very little research regarding the reintegration of students with E/BD has been conducted.

Many school districts do not have guidelines for the reintegration of students with E/BD into integrated settings.

The reintegration of students with E/BD should be a major goal of all E/BD programs.

Integrating Students Into Inclusive Settings

Participants

◦ Mailed survey to CCBD members during the 2010-2011 school year. CCBD members were asked to complete the survey if they were currently EBD teachers.

◦ Four mailings were distributed to a sample pool of 1411 participants, 295 responded for a return rate 21%.

Behavioral Intervention Study

◦ The questionnaire consisted of 80 items in 10 clusters. The ten clusters ascertained teachers’ responses regarding behavioral interventions they use in their classrooms. The clusters are:

classroom organizations and management strategies;

classroom rules; proactive strategies; social skills strategies; motivational strategies; consequence strategies; reintegration strategies; behavior intervention strategies (BIP); crisis management strategies; and demographic information.

Instrument development

◦ The development of the survey came from the following sources: we surveyed varies EBD methods textbooks

and selected behavioral interventions that were considered best practice;

we selected behavioral interventions from the literature that were considered best practice; and

we analyzed syllabi from various classes in behavior management and EBD methodology.

Draft of questionnaire was pilot tested by a group of 10 EBD teachers at the elementary, middle, and high school levels in northwest Ohio and Wisconsin. Teachers responded to items, provided feedback on the clarity of items, the time it took them to complete the survey, and they made suggestions on how to improve the survey.

Gender of Respondents

79%

21%

Female Female Male Male

N=273

White91%

Black4%

Hispanic2% Asian

3%

Native American0%

Ethnic background

Mild/Moderate24%

ED43%

LD13%

Moderate/In-tense/Severe

13%

CD/MR1%

Intervention Specialist7%

Certification

25 or less 26 to 29 30 to 35 36 to 40 41 to 45 46 to 50 51 to 55 56 to 60 60 plus25 or less 26 to 29 30 to 35 36 to 40 41 to 45 46 to 50 51 to 55 56 to 60 60 plus

0.0%

5.0%

10.0%

15.0%

20.0%

25.0%

3.4%

8.4%

10.3%11.0% 11.4%

18.3%

15.2%16.3%

5.7%

Age of Respondents

1 2 3 4 5 6 to 10 11 to 14 15 to 19 20 to 25 26 plus0.0%

5.0%

10.0%

15.0%

20.0%

25.0%

0.4%1.5%

4.2% 4.6% 4.2%

19.5%

10.7%

18.3%

19.8%

16.8%

Total Years of Teaching Experience

1 2 3 4 5 6 to 10 11 to 14 15 to 19 20 to 25 26 plus0.0%

5.0%

10.0%

15.0%

20.0%

25.0%

8.4%

12.5%

11.0%

9.5%

7.2%

22.1%

13.3%

7.6%

4.9%

3.4%

Number of Years in Current Teaching Position

Number of Students in Classroom

0 – 7 8 – 10 11 – 13 14 – 20 21 – 300 – 7 8 – 10 11 – 13 14 – 20 21 – 30

0.0%

5.0%

10.0%

15.0%

20.0%

25.0%

30.0%

35.0%

ED Self-Contained48%

ED Resource14%

Cross-Categorical Self-Con-tained22%

Cross Categorical Resource

16%

Classroom type.

Public School76%

Public E/BD Alternative School14%

Private Therapeutic Day Scho11%

Educational Setting

Public School Private Alternative E/BD Alternative

Antecedent Strategies % % %

Providing attention to students who are behaving appropriately 98 100 100

Prompting/reminding students to behave appropriately 97 100 94

Precorrection (Teaching the appropriate way to behave before potentially problematic situations. For example, behavior at an assembly) 98 100 100

Instructional praise (general praise statement, describe behavior, & provide rationale for appropriate behavior) 96 100 100

Ignoring minor problem behavior (unless behavior will escalate) 97 89 94

Signal interference (giving signal to students to avoid & stop inappropriate behavior) 94 100 97

Restructuring the classroom schedule (e.g., after a bomb scare teach social skills instead of algebra) 85 86 88

Proximity praise (e.g., praising a student for on-task behavior in the proximity of another student who is not on-task, this student then immediately focuses to the task) 96

9697


BIP Development % % %

BIP in place 96 92 100

Plan based on “functional behavior assessment” (FBA) 95 88 97

Indirect FBA measures used (interview, checklist, rating scale) 88 96 94

Direct FBA measures used (direct observation/data collection) 96 92 94

Individualized to students’ needs 99 96 100

Alternative/replacement behaviors selected based on FBA results 91 92 97

Effectiveness of plan evaluated 94 92 100

Plan changed/revised based on data 92 96 97

Initial plan typically effective in changing student behavior 80 73 76


Crisis Management Training % % %

De-escalation 96 87 97

Life Space Crisis Intervention (LSCI) 53 26 35

Redirection 100 90 94

Use of a Crisis Plan 92 73 88

Debriefing 85 74 88

Diffusion 71 58 71

Exclusionary time-out (time-out room) 78 56 64

“The Acting Out Cycle” 46 37 52

CPT (Crisis Prevention Training 71 64 65

“Handle with Care” 18 5 6

“JKM Training” 3 2 3

“Handle with Care” 10 4 6

“Professional Assault Response” 7 8 9

“Therapeutic Crisis Intervention” 53 30 41


Motivation Systems % % %

Structured rewards system 83 92 94

Parents informed of system & sign off 61 73 61

Used reinforcer sampling to select rewards 66 50 76

System linked to classroom rules 87 96 94

Level system with different expectations at each level 55 69 82

Level system with privileges/consequences associated with each level 46 73 88

Level system with clear criteria for moving up & down levels 55 76 79

Pub School Private Alternative E/BD Alternative

Social skills instruction % % %

Explicitly taught 90 92 97

Taught regularly or on a daily basis 73 96 79

Prompted during regular interactions 96 96 100

Reinforced on an ongoing basis 98 100 97

Assign social skills homework (e.g., “hassle log”) 23 25 12

Commercially available curriculum used 53 32 62

Assessment of social skills prior & during instruction 76 68 73

Social skills instruction adapted using assessment results 67 72 76

Multiple examples of pro-social skills are used when teaching social skills 89 89 97

Non-examples of pro-social skills are used when teaching social skills 71 64 68

Taught across different settings 85 96 29

Taught by different instructors 65 82 73

Home/school communication regarding social skills curriculum 67 71 70

Prompted/reinforced across settings 90 93 91


Consequence Strategies % % %

Planned ahead of time 96 92 85

Matched to the severity of problem behavior 92 98 100

Loss of privileges 92 92 97

Access to reinforcement withheld 77 77 94

Free time withheld 32 81 88

Preferred activities withheld 14 87 88

Consequences paired with reinforcement for appropriate behavior 93 91 94

Response cost 50 58 70


Reintegration % % %

Assess mainstream environment 61 95 80

Monitor progress in general education setting 61 96 80

Fade/thin schedule of reinforcement before reintegration 64 71 71

Social Skills

n=49 n=55 n=50 n=34 n=54

26 + yr 20=25 yr 15-19 yr 11-14 yr 6-10 yr

Answer Options % % % % %

Explicitly taught 88 93 98 88 87

Taught regularly or on a daily basis 84 73 84 73 72

Prompted during regular interactions 96 95 95 100 96

Reinforced on an ongoing basis 94 100 96 100 100Assign social skills homework (e.g., “hassle log”) 71 23 32 15 15

Commercially available curriculum used 53 42 60 56 55Assessment of social skills prior & during instruction 75 78 80 79 67Social skills instruction adapted using assessment results 73 69 76 67 63Multiple examples of pro-social skills are used when teaching social skills 87 93 95 94 85Non-examples of pro-social skills are used when teaching social skills 62 72 75 79 64

Taught across different settings 92 85 92 88 83

Taught by different instructors 67 65 68 82 67

Motivation Systems

26 + yr 20=25 yr 15-19 yr 11-14 yr 6-10 yr

Answer Options% % % % %

Structured rewards system 85 81 87 91 85

Parents informed of system & sign off 73 60 69 56 57

Used reinforcer sampling to select rewards 67 65 69 64 67

System linked to classroom rules 94 95 87 91 85

Level system with different expectations at each level 69 56 44 38 57Level system with privileges/consequences associated with each level 73 53 52 51 56

Level system with clear criteria for moving up & down levels 71 51 45 50 53

Consequence Strategies

26 + yr 20=25 yr 15-19 yr 11-14 yr 6-10 yr


Planned ahead of time 96 89 94 97 87Matched to the severity of problem behavior 100 98 98 97 96

Loss of privileges 98 95 94 91 92Access to reinforcement withheld 80 82 92 85 68

Free time withheld 81 84 88 76 76

Preferred activities withheld 84 85 92 88 85Consequences paired with reinforcement for appropriate behavior 90 98 96 94 90

Response cost 50 74 67 69 52

Reintegration

26 + yr 20=25 yr 15-19 yr 11-14 yr 6-10 yr


Assess mainstream environment 83 92 94 91 90

Monitor progress in general education setting 85 89 90 91 94

Fade/thin schedule of reinforcement before reintegration 65 79 77 48 84

Crisis Management Training

26 + yr 20=25 yr 15-19 yr 11-14 yr 6-10 yr


De-escalation 94 84 92 88 94

Life Space Crisis Intervention (LSCI) 39 41 41 20 23

Redirection 98 89 98 94 92

Use of a Crisis Plan 87 80 78 76 72

Debriefing 79 78 84 79 77

Diffusion 71 61 72 53 56

Exclusionary time-out (time-out room) 75 66 62 67 45

“The Acting Out Cycle” 42 37 41 47 37

CPT (Crisis Prevention Training 71 68 63 67 67

“Handle with Care” 14 5 2 9 9

“JKM Training” 2 2 2 0 2

“Handle with Care” 8 5 2 9 9

“Professional Assault Response” 4 14 12 9 4

“Therapeutic Crisis Intervention” 45 38 40 26 34

Physical Environment of A Classroom

0

50

100

150

200

250

300

YesNo

Clea

r tra

ffic p

atte

rns (

e.g.

, des

ks &

furn

iture

ar

e po

sitio

ned

so p

eopl

e ca

n wa

lk w

ithou

t bu

mpi

ng in

to e

ach

othe

r or c

ausin

g hi

gh

traffi

c are

as)

Desig

nate

d br

eak

area

s

Plan

ned

trans

ition

in y

our s

ched

ule

Set/e

stab

lishe

d da

ily sc

hedu

le

Assig

ned

seat

ing

for s

tude

nts

Use

of e

nviro

nmen

tal a

dapt

atio

ns (e

.g.,

use

of st

udy

carre

ls, d

esig

nate

d ce

nter

s)Clear traffic

patternsDesignated break areas

Planned transition in your sched-

ule

Set/estab-lished daily

schedule

Assigned seating for students

Use of envi-ronmental

adaptations

050

100150200250300

1 not important23 somewhat important45 very important

Classroom Rules

0

50

100

150

200

250

300

YesNo

Deve

lope

d wi

th st

uden

t inp

ut/p

artic

ipa

-tio

n

Com

mun

icate

d to

par

ents

Pare

nts s

ign

off o

n ru

les

Stat

ed p

ositi

vely

Post

ed in

clea

r vie

w

Rule

s exp

licitl

y ta

ught

Ratio

nale

for r

ules

pro

vide

d to

stud

ents

Revi

ewed

on

a re

gula

r bas

is

Use

of o

nly

4-8

class

room

rule

s

Devel-oped with student

input/par-ticipation

Commu-nicated to parents

Parents sign off on

rules

Stated positively

Posted in clear view

Rules explicitly

taught

Rationale for rules provided to stu-dents

Reviewed on a regu-lar basis

Use of only 4-8

classroom rules

050

100150200250300

1 Not important23 Somewhat important45 Very important

Precorrection Strategies

0

50

100

150

200

250

300

YesNo

Prov

idin

g at

tent

ion

to st

uden

ts w

ho a

re

beha

ving

app

ropr

iate

ly

Prom

ptin

g/re

min

ding

stud

ents

to b

ehav

e ap

prop

riate

ly

Prec

orre

ctio

n (T

each

ing

the

appr

opria

te

way

to b

ehav

e be

fore

pot

entia

lly p

rob

-le

mat

ic sit

uatio

ns. F

or e

xam

ple,

beh

avio

r at

an

asse

mbl

y)

Inst

ruct

iona

l pra

ise (g

ener

al p

raise

st

atem

ent,

desc

ribe

beha

vior

, & p

rovi

de

ratio

nale

for a

ppro

pria

te b

ehav

ior)

Igno

ring

min

or p

robl

em b

ehav

ior (

unle

ss

beha

vior

will

esc

alat

e)

Sign

al in

terfe

renc

e (g

ivin

g sig

nal t

o st

u-

dent

s to

avoi

d &

stop

inap

prop

riate

beh

av-

ior)

Rest

ruct

urin

g th

e cla

ssro

om sc

hedu

le (e

.g.,

afte

r a b

omb

scar

e te

ach

socia

l ski

lls in

-st

ead

of a

lgeb

ra)

Prox

imity

pra

ise (e

.g.,

prai

sing

a st

uden

t fo

r on-

task

beh

avio

r in

the

prox

imity

of

anot

her s

tude

nt w

ho is

not

on-

task

, thi

s st

uden

t the

n im

med

iate

ly fo

cuse

s to

the

task

)

Providing attention

to stu-dents

who are behaving

appro-priately

Prompt-ing/re-

minding students

to be-have

appro-priately

Precor-rection (Teach-ing the appro-priate way to behave before poten-tially prob-

lematic situa-tions.

For ex-ample,

behavior at an as-sembly)

Instruc-tional praise

(general praise state-ment,

describe behavior,

& pro-vide ra-tionale for ap-

propriate behavior)

Ignoring minor

problem behavior (unless

behavior will esca-

late)

Signal in-terfer-ence

(giving signal to students to avoid & stop

inappro-priate

behavior)

Restruc-turing the

class-room

schedule (e.g., af-

ter a bomb scare teach social

skills in-stead of algebra)

Proxim-ity praise

(e.g., praising

a student for on-

task be-havior in the prox-imity of another student who is not on-

task, this student

then immedi-ately fo-cuses to the task)

050

100150200250300

1 Not Important23 Somewhat important45 Very important

Social Skills

Expl

icitly

taug

ht

Taug

ht re

gula

rly o

r on

a da

ily b

asis

Prom

pted

dur

ing

regu

lar i

nter

actio

ns

Rein

forc

ed o

n an

ong

oing

bas

is

Assig

n so

cial s

kills

hom

ewor

k (e

.g.,

“has

sle lo

g”)

Com

mer

cially

ava

ilabl

e cu

rricu

lum

use

d

Asse

ssm

ent o

f soc

ial s

kills

prio

r & d

urin

g in

stru

c-

tion

Socia

l ski

lls in

stru

ctio

n ad

apte

d us

ing

asse

ssm

ent

resu

lts

Multi

ple

exam

ples

of p

ro-s

ocia

l ski

lls a

re u

sed

when

teac

hing

socia

l ski

lls

Non-

exam

ples

of p

ro-s

ocia

l ski

lls a

re u

sed

when

te

achi

ng so

cial s

kills

Taug

ht a

cros

s diff

eren

t set

tings

Taug

ht b

y di

ffere

nt in

stru

ctor

s

Hom

e/sc

hool

com

mun

icatio

n re

gard

ing

socia

l ski

lls

curri

culu

m

Prom

pted

/rein

forc

ed a

cros

s set

tings

Explic-itly

taught

Taught regu-

larly or on a daily basis

Prompted dur-

ing regular inter-

actions

Rein-forced on an ongo-

ing basis

Assign social skills homework (e.g., “has-sle

log”)

Commer-cially available cur-ricu-lum used

As-sess-ment of so-cial

skills prior & during

in-struc-tion

Social skills in-

struc-tion

adapted using

as-sess-ment

results

Multi-ple ex-am-

ples of pro-

social skills are

used when teach-

ing social skills

Non-ex-am-

ples of pro-

social skills are

used when teach-

ing social skills

Taught across differ-

ent set-tings

Taught by dif -ferent

in-struc-tors

Home/school com-muni-cation regard-ing so-

cial skills cur-ricu-lum

Prompted/re-

in-forced across set-tings

050

100150200250300

1 Not important

2

3 Somewhat impor-tant

4

5 Very important

0

50

100

150

200

250

300

YesNo

Motivation Systems

Stru

ctur

ed re

ward

s sys

tem

Pare

nts i

nfor

med

of s

yste

m &

sign

off

Used

rein

forc

er sa

mpl

ing

to se

lect

rewa

rds

Syst

em li

nked

to cl

assr

oom

rule

s

Leve

l sys

tem

with

diff

eren

t exp

ecta

tions

at

each

leve

l

Leve

l sys

tem

with

priv

ilege

s/con

sequ

ence

s as

socia

ted

with

eac

h le

vel

Leve

l sys

tem

with

clea

r crit

eria

for m

ovin

g up

&

down

leve

ls

Structured rewards sys-

tem

Parents in-formed of system & sign off

Used rein-forcer sam-pling to se-lect rewards

System linked to

classroom rules

Level system with different expectations at each level

Level system with privi-

leges/conse-quences as-

sociated with each level

Level system with clear cri-teria for mov-

ing up & down levels

0

50

100

150

200

250

1 Not important23 Somewhat important45 Very important

0

50

100

150

200

250

Yes

No

Individualized Behavior Intervention Plans

0

50

100

150

200

250

300

YesNo

BIP

in p

lace

Plan

bas

ed o

n “f

unct

iona

l beh

avio

r as

sess

men

t” (F

BA)

Indi

rect

FBA

mea

sure

s use

d (in

terv

iew,

ch

eckl

ist, r

atin

g sc

ale)

Dire

ct FB

A m

easu

res u

sed

(dire

ct o

b-

serv

atio

n/da

ta co

llect

ion)

Indi

vidu

alize

d to

stud

ents

’ nee

ds

Alte

rnat

ive/

repl

acem

ent b

ehav

iors

se-

lect

ed b

ased

on

FBA

resu

lts

Effec

tiven

ess o

f pla

n ev

alua

ted

Plan

chan

ged/

revi

sed

base

d on

dat

a

Initi

al p

lan

typi

cally

effe

ctiv

e in

chan

g-

ing

stud

ent b

ehav

ior

BIP in place

Plan based

on “func-tional behav-ior as-sess-ment” (FBA)

Indirect FBA

mea-sures used

(inter-view, check-list, rat-

ing scale)

Direct FBA

mea-sures used

(direct obser-vation/data

collec-tion)

Indi-vidual-ized to

stu-dents’ needs

Alterna-tive/re-place-ment

behav-iors se-lected based on FBA results

Effec-tive-

ness of plan

evalu-ated

Plan change

d/re-vised based

on data

Initial plan typi-

cally ef -fective

in chang-ing stu-

dent behav-

ior

050

100150200250300

1 Not important

2

3 Somewhat important

4

5 very important

Responding to Problem Behavior

Plan

ned

ahea

d of

tim

e

Matc

hed

to th

e se

verit

y of

pro

blem

beh

av-

ior

Loss

of p

rivile

ges

Acce

ss to

rein

forc

emen

t with

held

Free

tim

e wi

thhe

ld

Pref

erre

d ac

tiviti

es w

ithhe

ld

Cons

eque

nces

pai

red

with

rein

forc

emen

t for

ap

prop

riate

beh

avio

r

Resp

onse

cost

Planned ahead of

time

Matched to the severity of problem behavior

Loss of privi-leges

Access to re-inforcement

withheld

Free time withheld

Preferred ac-tivities

withheld

Conse-quences

paired with reinforce-ment for

appropriate behavior

Response cost

050

100150200250300

1 Not important

2


4

5 Very impor-tant

0

50

100

150

200

250

300

Yes No

Crisis Management

0

50

100

150

200

250

300

YesNo

De-e

scal

atio

n

Life

Spac

e Cr

isis I

nter

vent

ion

(LSC

I)

Redi

rect

ion

Use

of a

Cris

is Pl

an

Debr

iefin

g

Diffu

sion

Exclu

siona

ry ti

me-

out (

time-

out r

oom

)

“The

Act

ing

Out C

ycle

”

CPT

(Cris

is Pr

even

tion

Trai

ning

“Han

dle

with

Car

e”

“JKM

Trai

ning

”

“Han

dle

with

Car

e”

“Pro

fess

iona

l Ass

ault

Resp

onse

”

“The

rape

utic

Crisi

s Int

erve

ntio

n”

De-esca-lation

Life Space Crisis Inter-

vention (LSCI)

Redi-rection

Use of a Crisis

Plan

De-briefing

Dif -fu-

sion

Exclu-sionary time-out

(time-out

room)

“The Acting

Out Cycle”

CPT (Crisis Pre-

vention Train-

ing

“Handle with

Care”

“JKM Train-ing”

“Handle with

Care”

“Pro-fes-

sional Assault

Re-sponse

”

“Ther-apeutic Crisis Inter-ven-tion”

050

100150200250300

YesNo

Received Training

Use Regularly

Integration into Inclusive Settings

0

50

100

150

200

250

YesNo

Assess mainstream environment

Monitor progress in general education

setting

Fade/thin schedule of reinforcement before

reintegrationAssess mainstream

environmentMonitor progress in general education

setting

Fade/thin schedule of reinforcement before

reintegration

0

50

100

150

200

250

1 Not important

2


4

5 Very important

Further Data Analysis

Implications

Questions and Discussion

Documents

2011 Illinois CCBD Drive-In Conference