1. Module 5: Severe Behavior
Texas Behavior Support Initiative: Module 5 1

2. Module 5: Agenda Legal Requirements Defusing Behavior
Crisis Management
Critical Attributes
Case Study
Texas Behavior Support Initiative: Module 5 2

3. Legal Requirements Definition of Restraint
Restraint means the use of physical force or a mechanical device to restrict the free movement of all or a portion of the student’s body.
TAC (b)(2) 3
Texas Behavior Support Initiative: Module 5

4. Legal Requirements Use of Restraint
Restraint can only be used in an emergency with the following limitations:
Limited to reasonable force necessary to address emergency
Discontinued when emergency no longer exists
Implemented to protect health/safety of student and others
Shall NOT deprive student of basic human necessities
TAC (c)
Texas Behavior Support Initiative: Module 5 4

5. Legal Requirements Definition of Emergency
Emergency means a situation in which a student’s behavior poses a threat of:
imminent, serious physical harm to the student or others; or
imminent, serious property destruction
TAC (b)(1)
Texas Behavior Support Initiative: Module 5 5

6. Legal Requirements Clarification Regarding Restraint
Restraint does NOT include:
Physical contact or appropriately prescribed adaptive equipment to promote normative body positioning and/or physical functioning
Limited physical contact with a student to promote safety (e.g., holding a student’s hand), prevent a potentially harmful action (e.g., running into the street), teach a skill, or provide comfort
TAC (f)
Texas Behavior Support Initiative: Module 5 6

7. Legal Requirements Clarification Regarding Restraint (continued)
Restraint does NOT include:
Limited physical contact or appropriately prescribed adaptive equipment to prevent a student from engaging in ongoing, repetitive self-injurious behaviors
Seat belts and other safety equipment used to secure students during transportation
TAC (f)
Texas Behavior Support Initiative: Module 5 7

8. Legal Requirements Training on Use of Restraint
Who?
By 4/1/03—Core campus team (administrator and general/special education personnel likely to use restraint)
After 4/1/03—Personnel using restraint who have not received prior training
What?
Prevention/de-escalation techniques
Alternatives to restraint
Professionally accepted practices and standards regarding behavior management and use of restraint
TAC (d)
Texas Behavior Support Initiative: Module 5 8

9. Legal Requirements Documentation of Restraint
Day of restraint
Within 1 school day
Timely Manner
Student Special Education Eligibility Folder for ARD consideration (written)
Administrator/ designee (written or verbal)
Parent --good faith effort (verbal)
Parent---placed in mail or otherwise provided (written)
Texas Behavior Support Initiative: Module 5 9

10. Legal Requirements Notification/Documentation Requirements
Name of student
Name of staff member(s) administering restraint
Date of restraint
Time began/ended
Location of restraint
Description of activity student engaged in immediately preceding restraint
Behavior that prompted restraint
De-escalation efforts/alternatives attempted
Parent contact/notification
TAC (d)
Texas Behavior Support Initiative: Module 5 10

11. Legal Requirements Data Collection Requirement
Cumulative data regarding use of restraint reported through Public Education Information Management System (PEIMS)
TAC (d)
Texas Behavior Support Initiative: Module 5 11

12. Defusing Behavior Pre-correcting problem behavior
Utilizing effective correction procedures
Managing off-task behavior
Managing provocative or challenging behavior
Responding to disrespectful behavior
Managing agitation
Establishing limits and defusing defiance
Managing threats and intimidating behavior
Texas Behavior Support Initiative: Module 5 12

13. Pre-Correcting Problem Behavior
Prevention or interruption of predictable problem behavior
Texas Behavior Support Initiative: Module 5 13

14. Pre-Correction Procedures
Identify context and predictable behavior
Specify expected behavior
Modify context
Conduct behavior rehearsal
Provide strong reinforcement for expected behaviors
Prompt expected behaviors
Monitor the plan
Texas Behavior Support Initiative: Module 5 14

15. Utilizing Effective Correction Procedures
The goal is to interrupt the chain of behavior and assist the student in engaging in the present activities
Texas Behavior Support Initiative: Module 5 15

16. Managing Off-Task Behavior
Determine the motivation for the off-task behavior. Is it attention-getting or avoidance related? 16
Texas Behavior Support Initiative: Module 5

17. Managing Provocative or Challenging Behavior
The student’s behavior may escalate or become defused, depending on how the teacher addresses the problem
Texas Behavior Support Initiative: Module 5 17

18. Responding to Disrespectful Behavior
Delay responding
Avoid escalating prompts
Respond calmly
Deliver appropriate negative consequence
Texas Behavior Support Initiative: Module 5 18

19. Managing Agitation Identify the signs of agitation
Utilize techniques to defuse it
Texas Behavior Support Initiative: Module 5 19

20. Establishing Limits and Defusing Defiance
Pre-teach procedures
Present choices non-confrontationally
Follow through
LIMITS
Texas Behavior Support Initiative: Module 5 20

21. Managing Threats and Intimidating Behavior
Disengage and Get Assistance
Texas Behavior Support Initiative: Module 5 21

22. Phases of Escalating Behavior
Texas Behavior Support Initiative: Module 5

23. Phase One: Calm On-task Follows rules and expectations
Responsive to praise
Initiates behavior
Goal oriented
Socially appropriate
Texas Behavior Support Initiative: Module 5

24. Signs of Escalating Behavior
Questioning and arguing
Non-compliance and defiance
Verbal abuse
Disruption
Bothering others
Destruction of property   
Whining and crying
Limit testing
Threats and intimidation
Avoidance and escape
Off task behavior
Texas Behavior Support Initiative: Module 5

25. Phase Two: Triggers/Antecedents
School-Based
Conflicts
Denial of something needed
Something negative is inflicted
Changes in routine
Provocations
Pressure
Interruptions
Ineffective problem- solving
Academic errors
Corrections
Texas Behavior Support Initiative: Module 5

26. Phase Two: Triggers/Antecedents
Non-School-Based
Family disruption
Health problems
Abuse
Nutrition
Sleep
Substance abuse
Gang involvement
Texas Behavior Support Initiative: Module 5

27. Phase Three: Agitation
Increase in Behavior
Eyes dart
Language non-conversational
Busy hands
In and out of group
Off-task/On-task
Decrease in Behavior
Stares into space
Language subdued
Hands contained
Withdraws from group
Off-task, “Frozen”
Texas Behavior Support Initiative: Module 5

28. Managing the Agitation Phase
Teacher support
Space
Choices
Preferred activities
Teacher proximity
Independent activities
Movement activities
Involvement of the student
Relaxation activities
Texas Behavior Support Initiative: Module 5

29. Phase Four: Acceleration
Questioning & arguing
Non-compliance & defiance
Off-task
Provoking students
Compliance with accompanying inappropriate behaviors
Criterion problems
Whining & crying
Avoidance & escape
Threats & intimidation
Verbal abuse
Texas Behavior Support Initiative: Module 5

30. Managing the Acceleration Phase
Limit verbal instructions and commands
Allow student to express emotion
Provide more space
Assess the need for assistance
Maintain a calm demeanor
Mentally review the emergency plan
Limit number of persons interacting with student
Texas Behavior Support Initiative: Module 5

31. Phase Five: Peak Serious destruction of property Assault Self-abuse
Severe tantrums
Hyperventilation
Screaming, running, violence
Texas Behavior Support Initiative: Module 5

32. Managing the Peak Phase
Assess safety needs of self and all students
Implement a behavior support plan
Institute emergency plan
Assess need for restraint
Request assistance
Coordinate response with other staff
Use room clears
Texas Behavior Support Initiative: Module 5

33. Phase Six: De-escalation
Confusion
Reconciliation
Withdrawal
Denial
Blaming others
Sleeping
Responsive to directions
Responsive to manipulative or mechanical tasks
Avoidance of discussion (unless there is occasion to blame others)
Texas Behavior Support Initiative: Module 5

34. Managing the De-escalation Phase
Monitor for health and safety of
all involved
Monitor student for re-escalation of behavior
Allow time and space
Provide opportunity for non-judgmental discussion
Provide easy/concrete tasks
Determine appropriate time to de-brief with student and staff
Texas Behavior Support Initiative: Module 5

35. Assist student in returning to normal activities
Phase Seven: Recovery
Return to Phase One:
Calm
Assist student in returning to normal activities
Texas Behavior Support Initiative: Module 5

36. Things to Avoid Getting in the student’s face Discrediting student
Nagging or preaching
Arguing
Engaging in power struggles
Tugging or grabbing the student
Cornering the student
Shouting or raising voice
Texas Behavior Support Initiative: Module 5

37. TIPS Move slowly and deliberately Keep reasonable distance
Minimize body language
Speak privately
Speak calmly
Speak respectfully
Use simple language
Acknowledge cooperation
Withdraw if problems escalate
Texas Behavior Support Initiative: Module 5

38. Crisis Management Systems response Safe strategies
Texas Behavior Support Initiative: Module 5 38

39. Systems Response Planning Action Follow-up
Texas Behavior Support Initiative: Module 5 39

40. Safe Strategies for Managing Behavioral Crisis
Before
During
After
Texas Behavior Support Initiative: Module 5 40

41. Interventions During the Behavioral Emergency
Removal of the other students
Removal of the student who is in crisis
Defusing verbal aggression and intimidation
Display non-involvement behavior
Texas Behavior Support Initiative: Module 5

42. Interventions After the Behavior Emergency
Restore the environment
Conduct debriefing session
Develop problem-solving action plan
Utilize additional strategies for chronic offenders
Texas Behavior Support Initiative: Module 5

43. Follow-Up Gathering information Delivering consequences
Providing support to victim as needed
Restoring environment as needed
Conducting a debriefing session
Texas Behavior Support Initiative: Module 5 42

44. Debriefing Session What did you do?
Where, when, and why did the problem behavior occur?
What could you do differently next time?
What do you need to do next?
What is the action plan
How do we check on how you are doing?
Texas Behavior Support Initiative: Module 5 43

45. Utilizing Additional Strategies for Chronic Offenders
Additional Assessment
Functional Behavioral Assessment
Mental Health or Other Health Assessment
Assessment of Risk Factors
Specific Behavior Support Plan
Follow-up
Texas Behavior Support Initiative: Module 5 44

46. Critical Attributes Development Program Review
Additional Considerations
Texas Behavior Support Initiative: Module 5

47. Activity: Crisis Management
Schoolwide Procedures
Before
District Crisis Management Plan
Train staff
Organize school crisis team
Develop system for requesting assistance
During
Implement safety procedures
Support crisis team
Secure other students/staff
After
Implement documentation procedures
Debrief crisis team members
Texas Behavior Support Initiative: Module 5

48. Activity: Crisis Management
Classroom Procedures
Before
Develop procedure for room clears
Select location and assignments for students
Teach staff to use room clears
Teach room clears to students
Communicate with parents, staff, and students
During
Implement plan
Monitor student health and safety
After
Document incident
Follow debriefing plan for students
Texas Behavior Support Initiative: Module 5

49. Activity: ABC Definitions
Antecedent
Behavior
Consequence
Function
During cooperative learning and group activities, when reprimanded by teacher and/or when teased by peers
Student runs from the classroom
Replacement:
Student able to leave group setting to work independently
Teacher chases student and sends student home
Escape or avoid task and/or peers
Texas Behavior Support Initiative: Module 5

50. Activity: ABC Interventions* *Not to all be used at same time
Antecedent
Behavior
Consequence
Adapt instruction-indiv. instruction
Expectations-allow student choice of indep. or smaller group
Provide safe area to use when feels like running
Direct instruction-social skills training
Practice/modeling how to cope with teasing
Replacement behavior-teach appropriate method to ask to work independently
Training to reduce anxiety from interactions with peers
Reinforcement for staying in area—contract, point system, self-management
Texas Behavior Support Initiative: Module 5

51. Activity: Systemic Interventions
Classroom
Schoolwide
Pair with sympathetic peer
Teach and model tolerance
Allow students to choose group members
Mentoring program
Bullying prevention programs
Social skills training groups
Texas Behavior Support Initiative: Module 5

52. Activity: Additional Considerations
Additional Assessments
Consider additional evaluation for written language and/or emotional concerns
Additional Interventions
Referral to community programs for medical and supportive services
LRE Issues
Appropriate interventions will avoid the need for a more restrictive environment
PBS Issues
Positive interventions will reduce the frequency of behavior emergencies and need for restraint
Texas Behavior Support Initiative: Module 5

53. Big Ideas!
Defuse behavior by interrupting the crisis behavior early in the behavior chain
Understand the phase of escalation in student behavior to better respond to the behavior
Prepare a schoolwide or system response to crisis behavior
Texas Behavior Support Initiative: Module 5 52

54. Big Ideas! Plan for behavioral emergencies
Train staff in the use of professionally accepted methods of physical restraint
Prevent or reduce the use of physical restraint by using positive interventions
Texas Behavior Support Initiative: Module 5 53