Content Enhancement Module on Evidence-Based Behavioral Interventions: Part 5 (Intensive Intervention)

Collaboration for Effective Educator Development, Accountability and Reform

H325A120003

Part 5:Intensive Intervention

Data-Based IndividualizationFunctional Assessment of BehaviorFunction-Based InterventionsClassroom Culture and Wraparound

ServicesDocumenting Intervention and

EvaluationCase Study: Supporting Ryan With DBIRestraint and SeclusionAdditional Resources

Note

Part 5 of this module uses content and resources fromThe National Center on Intensive

Intervention (NCII) www.intensiveintervention.org

OSEP Technical Assistance Center on Positive Behavioral Interventions and Supports (PBIS) www.pbis.org

The Evidence Based Interventions (EBI) Network http://ebi.missouri.edu/

Intensive Intervention

Intensive behavioral interventionsAre designed to address severe

and persistent learning or behavior difficulties

Should be–Driven by data–Characterized by increased

intensity and individualization

Universal:School-/Classroom-Wide Systems for

All Students,Staff, & Settings

Supplemental: Specialized Systems for

Students with At-Risk Behavior

Individual/Intensive:Specialized

IndividualizedSystems for Students

with High-Risk Behavior

~80% of Students

~15%

~5%

CONTINUUM OFSCHOOL-WIDE

INSTRUCTIONAL & POSITIVE BEHAVIOR

SUPPORT(PBIS.org)

Who Needs Intensive Behavioral Intervention?Students with disabilities who are

not making adequate progress with current services

Students who present with very high-intensity or high-frequency behavior problems

Students who have not responded to supplemental interventions delivered with fidelity (within a multi-tiered system of supports)

Data-Based Individualization

Data-Based Individualization (DBI)

DBI is a systematic method for using data to determine when and how to intensify intervention.Its origins lie in data-based program

modification/experimental teaching.It was first developed at the University of

Minnesota (Deno & Mirkin, 1977).It has since been expanded upon by

others (Capizzi & Fuchs, 2005; Fuchs, Deno, & Mirkin, 1984; Fuchs, Fuchs, & Hamlett, 1989).

DBI Is a Process

It is not a single intervention program or strategy.

It is not a one-time fix.It is an ongoing process that

consists of intervention and assessment, adjusted over time.

NCII DBI Process Graphic

National Center on Intensive Intervention (NCII) http://www.intensiveintervention.org/

Before Beginning DBI

Before you begin DBI, take the following steps:Identify a supplemental intervention

that is appropriate to the student’s needs.

Deliver the intervention with fidelity.Provide the intervention long enough

for the student to respond.Progress monitor to determine the

student’s response to the supplemental intervention.

Functional Assessment of Behavior

Hypothesize the Function of Behavior

Identify target behavior(s)

Hypothesize function of behavior(s)

Develop function-based

behavior intervention plan

Monitor student progress and

plan implementation

Diagnostic Assessment

14

Functional Assessment of Behavior

Problem-solving process used to develop hypotheses about what predicts (antecedents) and maintains (consequences) behavior

Often called functional behavioral assessment (FBA)

Types of Functional Assessment

Indirect assessments (rating scales, questionnaires, etc.)

Observational descriptive assessments (observe student behavior, identify consistent antecedents and consequences)

Functional analysis (experimental manipulation of environmental variables)

(Hanley, 2012)

Efficiency is Key!

Use the simplest possible form of functional assessment and– Start the intervention as soon as

possible– Use staff time efficiently

Intervention and progress monitoring will allow you to test your hypothesis. You can then revisit the intervention if necessary.

Reminder: Common Reasons Students Misbehave

The student cannot perform the expected behavior because– He/she has not learned the behavior– He/she has not generalized the

behaviorThe student’s inappropriate behavior has

been reinforced– Positively (i.e., they have gained

something)– Negatively (i.e., they have avoided or

escaped something)

Indirect Functional Assessment

Indirect functional assessment, the simplest form of functional assessment, may not require specialist support.

At the problem-solving team meeting, review information from– Record review– Indirect assessments

You may need more than one meeting to identify a target behavior and then hypothesize its function.

Record Review

AttendanceHealth history/sensory screeningAcademic recordsBehavior recordsEffectiveness of past services or

interventions (academic and behavioral)

Team Problem Solving

Why is the behavior happening?– What settings or antecedents predict

the problem behavior?– Can the student perform the expected

behavior?– What consequences seem to maintain

the problem behavior?The team may use indirect

assessment completed before or during meeting.

Examples of Indirect Assessments

QuestionnairesSemi-structured interviews

Quick Case Study: Bob’s Target Behavior Questionnaire

Mrs. Jenkin has asked to meet with the behavior problem-solving team to come up with strategies to reduce Bob’s hair-pulling behaviors. She has already completed the Target Behavior Questionnaire.

Handout #14: Bob’s Target Behavior Questionnaire

Bob’s Problem-Solving Team Meeting

The team compared the information from the questionnaire with a record review and confirmed that Bob’s misbehavior is limited to interactions with Judy.

The team agreed that hair pulling is the highest priority and will be the target behavior to reduce through intervention.

The team created an ABC hypothesis statement based on indirect assessment.

Practice: Bob’s ABC Hypothesis

Hypothesis Statement

When [Antecedent] occurs, the student [problem Behavior] in order to [Consequence (function)].

Example

When Bob is assigned to a group with Judy, he pulls her hair in order to escape working with her.

Functional Assessment Interview

A more detailed indirect assessment

Target behavior must already be identified

Conducted by the problem-solving team or experienced staff, with information provided by the teacher

Sample Functional Assessment Interview

Identify the desired outcomes.Define the target behavior(s). Identify the typical antecedent and

consequent events.Review the schedule.Summarize the information.

Handout #14: Functional Assessment Interview

Observational Descriptive AssessmentsThese assessmentsAre repeated, direct observationsOffer a more formal analysis of the ABCsExamine the frequency of the

antecedents and consequences that typically accompany the problem behavior

Look for– Variations in the setting or time of day– Whether multiple antecedents or

consequences maintain one behavior

(Hanley, 2012)

Using Observational Data

Observational data offer a stronger hypothesis, but collecting these data requires a more intensive process than indirect methods of assessment. The processIs more time consuming (because it

requires repeated observations)Often requires an external observerRequires training to collect and

interpret the direct observation data

Functional Analysis

Experimentally manipulates environmental variables thought to influence behavior

Confirms which antecedents or consequences maintain the problem behavior

Requires a specialist, is very time intensive, and should only be used when needed (Hanley, 2012)

What if There Are Multiple Likely Functions?

Start with a function that suggests an easy solution.

Easier solutions are more likely to be implemented correctly and consistently (Gresham, 1989).

If the intervention does not work, test a different function with a different intervention.

Source: Evidence Based Intervention Network (http://ebi.missouri.edu)/

Function-based Interventions

Develop an Intervention Plan Based on the Function of Behavior

Identify target behavior(s)

Hypothesize function of behavior(s)

Develop function-based

behavior intervention plan

Monitor student progress and

plan implementation

Linking Hypothesis to Intervention

The intervention should address the identified function of the behavior.

Select or adapt evidence-based interventions or strategies that are a match for the– Function– Student’s characteristics– Setting– Interventionist preferences/ skills

What student characteristics might impact intervention selection?

Handout #15: Function-Based Behavior Intervention Plan

Maintaining Consequence

Triggering Antecedent

Setting Event

Alternative Behavior

Problem Behavior

Desired Behavior

Maintaining Consequence

Function

Using Functional Assessment: Competing Behavior Pathway

(Horner, 2004)

Intervention Adaptation

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Function-Based Adaptations

If functional assessment suggests that the supplemental intervention may still be an appropriate match, consider adapting that intervention rather than starting from scratch.

How Can the Supplemental Intervention Be Adapted?

Does the student needMore time for the intervention to

work?A higher dose of the intervention?Academic support?Skill instruction?A motivational component?

Check-in/Check-out Example

Function-Based Intervention Strategies

Strategies are organized by the type of reinforcement maintaining the behavior.

Negatively reinforced behaviors allow the student to escape or avoid something (e.g., a task or a particular environment).

Positively reinforced behaviors allow the student to gain something (e.g., attention, a desired object, the opportunity to do a preferred activity, sensory stimulation).

Handout #16: Function-Based Intervention Strategies

Select an Intensive, Evidence-Based Intervention (EBI)

Reminder: EBIs are treatments that rigorous outcome evaluations have proven are effective.

This does not mean they will be effective for every student in every situation.

This is why we monitor progress.

Source: Evidence Based Intervention Network (http://ebi.missouri.edu)/

NCII Behavioral Interventions Tools Charthttp://

www.intensiveintervention.org/chart/behavioral-intervention-chart

Intervention developers submitted studies as evidence

Studies were reviewed in terms of– Participants– Design– Fidelity of Implementation– Outcome measures– Effect size/ results

EBI Network: Interventions for Helping the Student Perform the Expected

Behavior

Acquisition Interventions:– The student needs help learning the

appropriate behavior.– http://ebi.missouri.edu/?cat=10

Generalization Interventions:– The student needs help doing the

behavior at a new time or in a new setting or manner.

– http://ebi.missouri.edu/?cat=15

Source: Evidence Based Intervention Network (http://ebi.missouri.edu)/

EBI Network: Proficiency Interventions

Negative reinforcement:– The student escapes or avoids something

(e.g., an academic or social task) when he or she engages in the behavior.

– http://ebi.missouri.edu/?cat=30

Positive reinforcement:– The student gains something (e.g., attention)

when he or she engages in the behavior.– http://ebi.missouri.edu/?cat=29

Source: Evidence Based Intervention Network (http://ebi.missouri.edu)/

NCII Examples of EBIs

For attention-motivated behaviors:– Check In Check Out (CICO; see Part

3)– Non-contingent reinforcement (NCR)

For escape-motivated behaviors:– Antecedent modification– Instructional match (“Can’t do”—

prerequisite skills)

Handout #8: Examples of Evidence-Based InterventionsSource: Evidence Based Intervention Network (http://ebi.missouri.edu)/

What Is Non-Contingent Reinforcement (NCR)?

A powerful method to reduce attention-seeking problem behavior

Gives the student frequent access to a reinforcer so that he or she is no longer motivated to exhibit disruptive behavior to obtain that same reinforcer (i.e., saturates the environment with the reinforcer before the behavior occurs)

Source: Evidence Based Intervention Network (http://ebi.missouri.edu)/

Who Might Benefit From NCR?

Photo Credit: http://www.flickr.com/photos/familymwr/4919451795/; http://creativecommons.org/licenses/by/2.0/deed.en

NCR was originally studied with severely autistic students but is effective across students and behaviors. It uses the individual’s preferred reinforcer.

Practice: NCR

Example: A student consistently engages in disruptive behaviors to get attention during story time.

Possible solution: The teacher will provide appropriate attention prior to the student “asking” for attention by exhibiting the “problem behavior” (e.g., the student sits with the teacher while she reads the book).

Critical Components for Success

Identify the function of the problem behavior.–NCR is for attention-seeking

behavior.Schedule NCR to minimize problem

behavior.–NCR is most effective with a

heavy dose of reinforcement early in the day.

Critical Components for Success

Ignore problem behavior after the schedule is initiated.

Slowly fade NCR as the problem behavior declines.

Note: NCR is good teaching practice, so it should never be “stopped.”

What Is Antecedent Modification?

Alter antecedents to escape-motivated behavior toDecrease inappropriate behaviors Increase appropriate behaviors

(e.g., increase engagement in the task the student is avoiding)

Source: Evidence Based Intervention Network (http://ebi.missouri.edu)/

How Is Escape Maintaining the Problem Behavior?

The student does not have to do something when he or she exhibits the problem behavior.

The problem behavior is “working” for the student by allowing him or her to escape something that he or she does not want to do (or cannot do).

Source: Evidence Based Intervention Network (http://ebi.missouri.edu)/

Example: Escape Behavior

A student wants to escape a non-preferred activity, such as mathematics or physical education. Every time the teacher announces the start of a specific activity, the student starts engaging in disruptive behaviors (e.g., runs away, shouts out, pretends to sleep).

Strategies to Make the Task Less Punishing

Help the student perform the task by– Preteaching the skills or content– Teaching/modeling how to perform the task

step by step

Address motivation:– Allow students to choose the task or the

sequence of tasks they will complete.– Modify the task to increase engagement.

When teaching the task, remember that some students may need explicit instruction and repeated practice in multiple settings.

Critical Components for Success

Provide positive reinforcement (e.g., praise) for engaging in the activity.

Initially, reinforce appropriate behaviors in shorter intervals (e.g., change the schedule of reinforcement or task demand).

Source: Evidence Based Intervention Network (http://ebi.missouri.edu)/

Instructional Match

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Source: Evidence Based Intervention Network (http://ebi.missouri.edu)/

When Do We Use Instructional Match?

Instructional match is used to address escape behavior related to academic tasks that are simply “too hard.” For example, a student might not

be successful because the instructional materials are too difficult, or because he or she does not have the prerequisite skills.

Source: Evidence Based Intervention Network (http://ebi.missouri.edu)/

Characteristics of Instructional Match

Students who are failing academically are frustrated and often act out.

Instructional mismatch may reflect that– The student lacks knowledge or skills in the

subject– The student lacks the skills needed to

complete the task– The student is struggling with the pace or

duration of the task

Students with attention difficulties may struggle with certain tasks even if they have the basic skills.

Cycle of Learned Helplessness

Repeated failure

Student expects to

fail

Generalized failure

Learned helplessness

Focus on limitations

Source: Seligman & Maier (1967)

Ways to Improve Instructional Match

Preteach content or skills.Reduce the difficulty of the task.Break down tasks into smaller,

more manageable subtasks.Use curriculum-based

measurement (CBM) to determine the appropriate instructional level.

Source: Evidence Based Intervention Network (http://ebi.missouri.edu)/

Resources for Determining Instructional Level

Center on Response to Intervention http://www.rti4success.org/

– Training modules on academic assessment– Screening tools chart http://

www.rti4success.org/resources/tools-charts/screening-tools-chart

National Center on Intensive Intervention – Using Academic Progress Monitoring for Individualized

Instructional Planning (DBI Training Series Module 2) http://www.intensiveintervention.org/resource/using-academic-progress-monitoring-individualized-instructional-planning-dbi-training

– Progress monitoring tools chart http://www.intensiveintervention.org/chart/progress-monitoring

Practice: Instructional (Mis)Match

1. Doing addition problems without being able to count

2. Journal writing without being able to form two- or three-word sentences

3. Drawing without fine motor skills (such as pencil grip)

Critical Components for Success

Accurately assess the student’s current level of ability.

Match curriculum and teaching materials to the student’s instructional level.

Match the task demands to the student’s current skill levels to ensure success.

Differentiate instruction whenever possible and appropriate.

Source: Evidence Based Intervention Network (http://ebi.missouri.edu)/

Classroom Culture and Wraparound Services

Considering Additional Supports

Classroom culture. Teachers support student behavior and the impact of the intervention.

Wraparound. Students with intensive behavioral issues often have other needs that require services beyond those provided by the school alone.

At All Levels of Support:Consider Classroom CultureIs the classroom focused on

positives for guidelines, rewards, and consequences?

Do instructional practices group together students who are likely to support or complement each other’s problem behavior?

Are there mechanisms in the classroom that allow students to feel as though they are being heard?

Classroom Culture

What are student and teacher perceptions of fairness?

Is the classroom focused on student similarities or differences?

Is group problem solving part of classroom activities?

Are social skills directly taught as part of the classroom curriculum?

Wraparound

“Wraparound is both a philosophy of care and a defined process for developing a plan of care for an individual youth and his/her family (Burns & Goldman, 1999). Wraparound supports students and their families by proactively organizing and blending natural supports, interagency services, PBS, and academic interventions as needed.”

(Eber et al., 2009)

Wraparound Planning

This involvesBuilding constructive relationships

and support networks for studentsIncluding families, educators, and

caregiversIncorporating community-based

agenciesEmphasizing full and active

partnerships with families

The Wraparound Team

(VanDenBerg, Burns, & Burchard, 2008)

Creates, implements, and monitors an individualized plan using a collaborative process driven by the perspective of the family

Develops a plan that includes a mix of professional supports, natural supports, and community supports

Bases the plan on the strengths and culture of the youth and their family

Ensures that the process is driven by the needs of the family rather than the services that are available or reimbursable

Discussion

Think of a student that you know who needed more support than a single function-based intervention strategy implemented at school.

Did this student need support from the broader community (i.e., wraparound)?

How could changes in classroom culture enhance other supports?

Documenting Intervention and Evaluation

What Should Intensive Intervention Plans Include?A description of what the intervention

will look like (i.e., steps or procedures)Information about what materials

and/or resources are needed and whether these are available within existing resources

Information on roles and responsibilities with respect to intervention implementation (i.e., who will prepare any needed materials and run the intervention)

Source: Evidence Based Intervention Network (http://ebi.missouri.edu)/

What Should Intensive Intervention Plans Include?The intervention schedule Information about context (where and

with whom)Details about how the intervention and

its outcomes will be monitored and analyzed:– Who collects what measures? When?– What are our decision rules? What

criterion are we comparing student outcomes against?

Source: Evidence Based Intervention Network (http://ebi.missouri.edu)/

Considerations for Behavioral Goals

Behavioral interventions shouldReduce problem behaviors that

interfere with school successIncrease behaviors that contribute

to–Participation in school and the

community– Interpersonal relationships– Independence

Plan for Fidelity of Implementation

Teaching Coaching and feedbackScripts for adults to follow Data collectionFollow-up support meetingsFollow-up data evaluation

Implementing and Monitoring Outcomes

Determine the plan and who is responsible for executing the plan at each step.

Identify training and resources.Monitor the plan.Use a cycle of support.

Evaluate the Plan

Identify target behavior(s)

Hypothesize function of behavior(s)

Develop function-based

behavior intervention plan

Monitor student progress and

plan implementation

Data-Based Decisions

Were the goals of the support plan achieved?

Was the plan implemented consistently and with integrity?

Is more assessment needed?How should the plan be modified?

Is the Plan Working?

Compare baseline data to the student’s current performance during the intervention.

Has the intervention made a difference?

If you have seen an improvement, is it enough to meet the student’s goals or decision rules for responsiveness?

If the Plan Is Working…

Continue to implement your interventions until you feel they are no longer needed or no longer working.

When the student meets his or her goals, consider–Simplifying the plan to make it

more efficient–Fading or terminating the plan

If You Terminate the Plan…

Continue to collect data to determine whether any positive effects are maintained following plan termination.

If behavior worsens, provide the student with more support.

What if the Plan Is Not Working?

Ask the following questions:Is the progress monitoring tool

sensitive to change?Was the intervention implemented

with fidelity?Was the student engaged in the

intervention?Is the intervention a match for the

student’s needs?

Case Study: Supporting Ryan With DBI

NCII Sample Behavioral Progression (Ryan)

*CEEDAR and NCII do not endorse products. We use Check In Check Out (CICO) for illustrative purposes only.

Intensify the Intervention

If appropriate, begin by intensifying the supplemental intervention.

Possible ways to intensify include– Providing the intervention more often– Providing longer intervention sessions– Increasing reinforcement

Progress monitor the student’s response to intensified intervention before moving to diagnostic assessment.

Intensifying Ryan’s CICO

More frequent check-insIncreased reinforcement for

meeting goals:– More frequent reinforcement– More student choice in terms of the

reinforcer used

Ryan: Informal Hypothesis Meeting

Because Ryan was not responding to CICO, the team met to review progress monitoring data.

NCII Sample Behavioral Progression: Ryan

Ryan’s CICO Data

The team’s review of the CICO cards shows he struggles to earn points for “Be Respectful.”

Teachers note he often disrupts class with both verbal (yelling out) and physical (throwing pencils, touching peers) outbursts.

Ryan: Team Hypothesis

Ryan will benefit from social skills instruction in appropriate ways to get attention from others, as well as instruction and monitoring in goals specific to his needs.

We will come back to this hypothesis when we talk about adaptations in the next section.

Ryan: Adapting CICO

Ryan’s Modified CICO Card

Adaptation: Ryan will join a social skills group that works on showing respect through language and physical interaction.GOALS   Perio

d 1Period

2Period

3Lunch Recess Period

4Period 5

Be Safe Keep hands and feet to yourself.

0 1 2 0 1 2 0 1 2 0 1 2 0 1 2 0 1 2 0 1 2

Use strategies to cool down.

0 1 2 0 1 2 0 1 2 0 1 2 0 1 2 0 1 2 0 1 2

Be Respectful Use kind words. 

0 1 2 0 1 2 0 1 2 0 1 2 0 1 2 0 1 2 0 1 2

Give others space.

0 1 2 0 1 2 0 1 2 0 1 2 0 1 2 0 1 2 0 1 2

Work Hard 

Ask for help when you need it.

0 1 2 0 1 2 0 1 2 0 1 2 0 1 2 0 1 2 0 1 2

Follow directions the first time.

0 1 2 0 1 2 0 1 2 0 1 2 0 1 2 0 1 2 0 1 2

TOTAL 

               

Ryan’s Progress Monitoring Data

21-Jan 22-Jan 23-Jan 24-Jan 25-Jan 26-Jan 27-Jan 28-Jan 29-Jan 30-Jan0

10

20

30

40

50

60

70

80

90

100

0

1

2

3

Ryan's Modified CICO Points

ODRs

% Total CICO Points

CICO Goal

% T

otal

CIC

O P

oint

s

OD

Rs

Ryan: Functional Assessment to Plan Intensive Intervention

Ryan’s Functional Assessment

Teacher and parent interviewsDirect observations

Gain peer attention

• Pushing peers while in line

• Pulling peers’ hair during lessons

• Yelling out

Avoid/escape a difficult task, gain

peer attention

• Hiding under the desk

• Running out of class

Ryan’s Behavior Intervention Plan

Explicitly teach positive replacement behaviors with examples, a rationale, modeling, and practice with feedback:– Initiating contact with peers – Appropriately making requests for

assistance

Continue check-ins with modified goals, providing– Increased opportunity for practice and

prompting– Reinforcement for appropriate behavior

Ryan’s Progress Monitoring Plan

The team continues tracking ODRs and modified CICO card points.

The teacher continues completing daily DBRs that record–Disruptive behavior–Academic engagement–Appropriate requests for

assistance

Ryan’s DBR: Appropriate Requests for Assistance

Definition: Ryan asks his teacher or a peer (during an appropriate group work situation) for help with an assigned task in a non-disruptive manner.

Examples: Ryan raises his hand and is acknowledged by the teacher before asking a question during classwide instruction or asking for help during independent seatwork.

Ryan’s DBR: Appropriate Requests for Assistance

Non-examples: Ryan calls out for help when it is inappropriate to speak out and without being acknowledged. Ryan tries to copy a peer’s work.

Anchors/scale: Of all the times Ryan appears to need help with a task, the estimated percentage of times he asks for help appropriately.

Ryan’s Data After Six Weeks of Receiving the New Intervention

ODRs decreased; none in the last two weeks

Met CICO points goal on 90 percent of the days

Teachers reported that Ryan was making progress in his social interactions

Ryan’s DBR Data

Standard DBR behaviors reached typical class levels:–80 percent for academic

engagement–10 percent for disruptive behavior

Ryan’s requests for assistance were appropriate 70 percent of the time (compared to 10 percent of the time before the intervention was implemented).

Next Steps for Ryan

The teamDetermined that Ryan continues to

need this level of support to be successful

Will continue to implement the intervention plan with no changes

Will continue collecting and evaluating data

In Summary

DBI is a process that consists of ongoing assessment, intervention, evaluation, and adjustment to maximize student outcomes.

Intensive interventions will not look the same for every student. They are individualized based on a student’s unique needs.

Students requiring intensive intervention are likely to need it for a significant amount of time.

Things to Remember

DBI is intense—relatively few students should require it (3 to 5 percent of the school population).

Academic and behavior supports do not exist in isolation.

Do not make too many intervention adaptations at the same time.

Restraint and Seclusion

Restraint and Seclusion

Extreme measures that should only be usedWhen a student’s behavior risks

harm to his or her self or others.By trained, qualified staff.

U.S. Government Accountability Office (GAO) Report on Restraint and

Seclusion (2009)

State regulations governing the use of restraint and seclusion in public and private schools varies widely

No reliable national data on when and how often restraint and seclusion are being used in schools, or on the extent of abuse resulting from the use of these practices in educational settings.

http://www.gao.gov/products/GAO-09-719T

Additional US GAO Findings

Several hundred cases of alleged abuse, including deaths that were related to the use of restraint and seclusion of children in public and private schools, were documented.

Problems with untrained or poorly trained staff were often related to many instances of alleged restraint and seclusion abuse.

U.S. Department of Education Office of Civil

Rights (OCR)Provides operational definitions of:Physical RestraintMechanical RestraintSeclusion

Source: http://www2.ed.gov/about/offices/list/ocr/whatsnew.html.

OCR Definition of Physical Restraint

Physical restraint is “physical force that immobilizes or reduces the ability of a student to move his or her torso, arms, legs, or head freely.”

OCR Definition of Mechanical Restraint

Mechanical restraint is “the use of any device or equipment to restrict a student’s freedom of movement.”

OCR Definition of Seclusion

Seclusion is “the involuntary confinement of a student alone in a room or area from which the student is physically prevented from leaving.”

U.S. Office of Department of Education

Fifteen principles for using restraint and seclusion in schools http://www2.ed.gov/policy/seclusion/index.html

Highlights of Restraint and Seclusion Principles Prevent the need for use of restraint and

seclusion through positive behavioral strategies and other supports that address the underlying cause of behavior

Schools should never use mechanical restraints Physical restraint and seclusion are only used,

by those trained in their safe use, in cases of imminent danger of serious physical harm to self or others

Every instance is monitored and reported to parents, who are informed of relevant policies and laws

Additional Resources

NCII DBI Resources

Data-Based Individualization: A Framework for Intensive Intervention http://www.intensiveintervention.org/sites/default/files/DBI%20a%20Framework%20for%20Intensive%20Intervention.pdf

Introduction to Data-Based Individualization (DBI): Considerations for Implementation in Academics and Behavior (DBI Training Series Module 1) http://www.intensiveintervention.org/resource/introduction-data-based-individualization

NCII Behavior Modules

Using FBA for Diagnostic Assessment in Behavior (DBI Training Series Module 6) http://www.intensiveintervention.org/resource/using-fba-diagnostic-assessment-behavior-dbi-training-series-module-6

Designing and Delivering Intensive Intervention in Behavior (DBI Training Series Module 8) http://www.intensiveintervention.org/resource/designing-and-delivering-intensive-intervention-behavior-dbi-training-series-module-8