FIFTEEN PRINCIPLES

USDOE Restraint and Seclusion: Resource Document, May 2012

This Ppt is an outline of part of the US Department of Education document, intended for use with ESD 113 special education directors. Depending on how you want to use this, include more information, visuals, interactive activities and resources. You may adapt it for use in your district.

Complete document: http://www2.ed.gov/policy/seclusion/restraints-and-seclusion-resources.pdf

Sheila Chaney, Capital Region ESD 113

1. Prevention

Prevent the need for the use of restraint or seclusionUse a non-aversive evidence-based

behavioral framework such as PBISDevelop integrated continuum to enhance

academic and social behaviorAll students, all staff, all settings

2. Never use mechanical restraints To restrict freedom of movement No drug or medication to control

behavior or restrict movement, exceptAs authorized by qualified health care acting

under the scope of authority under State lawAdministered as prescribed

3. Exceptions

Child’s behavior poses imminent danger of serious physical harm to self or othersAnd other interventions are ineffective

Should be discontinued as soon as imminent danger has dissipated

Planned strategies in place toDe-escalateSupport replacement with positive behavior

4. Policies apply to all

All students All staff All settings

5. Consistent with right to be treated with dignity and free of abuse

Key elements of a school-wide systemUniversal screening to ID those at riskUse of continuum of increasingly intensive

academic and behavioral interventionsEmphasis on teaching and acknowledging

expected behaviorsSystems to monitor responsiveness of individual

children

6. Restraint or seclusion never to be used As punishment or discipline (e.g. out of

seat behavior) As a means of coercion or retaliation, or

convenience for staff As a planned response to behavior that

does not pose imminent danger of serious physical harm

In a manner that endangers a child

7. Not to be used

In a manner that restricts breathing In a manner that harms the child In a manner that limits communication Examples

Prone positionsCovering of the face by body part Pressure to the abdomen or chest

8. Repeated use of restraint or seclusion Should trigger a review of strategies Should trigger a revision of strategies Positive behavior strategies should be

developed, if not in use Conduct Functional Behavior

Assessment Develop/revise Behavioral Intervention

Plan Capability of staff to implement

9. Address the underlying cause or purpose: FBA & BIP

Setting and events Antecedents that trigger behavior Antecedents that maintain appropriate

behavior Consequences that maintain or escalate

behavior Consequences that maintain appropriate

behavior Alternative behaviors, including self-regulation

10. Training for staff

Regularly Use of effective alternatives Safe use of physical restraint and seclusion

(for appropriate staff) Policies and procedures Timely reporting and documentation Collection and analysis of individual child

data to determine effectiveness

11. Visual monitoring Every instance Inside area or adjacent window Inspect and prepare seclusion area for

clearance of obects Observe continuously

Staff and student status, including potential injuries

Termination when imminent danger of serious physical harm has dissipated

Evaluation of how procedures being implementedConsider opportunities for redirection and

defusing

Visual Monitoring

Procedural checklist and record Only trained staff

Procedures alternativesEmergency and crisis proceduresStrategies to guide and prompt staff Procedures to work as team to implement,

monitor, and debrief Discontinue ASAP Consider having school nurse promptly

assess the child afterward

12. Policy

Inform parents of district policy annually Inform parents of applicable Federal,

State or local laws See complete document for what to

include

13. Notification

Notify parents ASAP following each instance

Ideally, on same school day

14. Review policy

Review policy regularlyBy a team (that includes parents) with

expertise related to PBIS and supporting students with dangerous behaviors

See complete document for content Update when needed

15. Documentation

Document each incident in writingDetails of the dangerous behaviorWhy considered imminent danger of serious

physical harm to self or othersPossible factors contributingEffectiveness in de-escalation of behaviorStaff response to the behavior

Provide for the collection of specific data that enable staff to understand and implement the preceding principles

Start and end times Location Persons involved Time and date of parent notification Possible triggering events Prevention, re-direction, or pre-correction

strategies used Injuries or physical damage How child monitored during and after Describe debriefing with staff Extent to which staff adhered to guidelines Follow-up that will occur to review/develop BIP

Data on the frequency of use should be periodically reviewed

Frequency and duration Across individuals, groups (gender,

race, national origin, disability, ELL, etc.) Settings Individual staff Programs

How is your district doing? Which of these principles is your district

following? Are there some you are not following? What will you do to improve?