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: and-seclusion-resources.pdf and-seclusion-resources.pdf  Sheila Chaney, Capital Region ESD 113

1. Prevention  Prevent the need for the use of restraint or seclusion Use a non-aversive evidence-based behavioral framework such as PBIS Develop integrated continuum to enhance academic and social behavior All 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, except As authorized by qualified health care acting under the scope of authority under State law Administered as prescribed

3. Exceptions  Child’s behavior poses imminent danger of serious physical harm to self or others And other interventions are ineffective  Should be discontinued as soon as imminent danger has dissipated  Planned strategies in place to De-escalate Support 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 system Universal screening to ID those at risk Use of continuum of increasingly intensive academic and behavioral interventions Emphasis on teaching and acknowledging expected behaviors Systems 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 positions Covering 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 implemented Consider opportunities for redirection and defusing

Visual Monitoring  Procedural checklist and record  Only trained staff Procedures alternatives Emergency and crisis procedures Strategies 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 regularly By 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 writing Details of the dangerous behavior Why considered imminent danger of serious physical harm to self or others Possible factors contributing Effectiveness in de-escalation of behavior Staff 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?

What is your district’s practice?  What students?  What training?  Documentation  Parent notification?  Data collection and analysis?  Functional behavior assessment and behavior planning?

Why could the use of restraint or seclusion be viewed as the failure of a program?

What is the difference between “time out” and “seclusion”?