Transcript Seclusion & Restraint

Supporting Student Behavior:
Standards for the Emergency
Use of Seclusion and Restraint
Awareness Training
Kent Intermediate
School District
Part One
Introduction
State Board of Education Policy on
Seclusion and Restraint
 On
December 12, 2006 the State
Board of Education adopted
“Supporting Student Behavior:
Standard for the Emergency Use of
Seclusion and Restraint”.
Context for the Policy

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
Referent group created by Superintendent of
Public Instruction – May 2004.
Group included parents, advocates, educators,
policy makers & service providers.
Group charge:
 Develop standards for the use of seclusion and
restraint;
 Recommend substantive strategic directives;
and
 Recommend implementation to State Board of
Education
Legal Context of the Policy

Policy is not meant to conflict with or limit
corporal punishment statute.

Policy is not law.
State Board of Education Policy on
Positive Behavior Support
Each school district in Michigan
will implement a system of
school-wide positive behavior
support (PBS) strategies.
(Adopted September 12, 2006)
Impact of School-wide PBS on
Seclusion and Restraint

Implementation of a school-wide system
will ensure that seclusion and restraint are
used only as a last resort method.
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Encourages learning by building relationships;
Teaches skills/rules/expectations;
Identifies replacement behaviors that interfere
with learning;
Makes problem behavior less effective;
Makes desired behavior more functional and
adaptive.
Continuum of School-wide PBS
Training on Policy

Awareness Training- Needed for broad
educational community including preservice and substitute teachers.

Comprehensive Training- Needed for
key personnel identified by district to
ensure trained personnel are available for
emergency response.
Part Two
Standards for
Seclusion and Restraint
Definitions

Seclusion
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Last resort emergency
safety intervention
Gives opportunity to
regain control
Student is confined in
room or other space &
prevented from leaving
Continuous adult
observation required

Restraint
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Emergency intervention
Gives opportunity to
regain control
Direct physical contact
that prevents or
significantly restricts
the student’s movement
Justification for Use

Seclusion:
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Must be used only under
emergency situations and
if essential
Emergency situations
include behavior that:
 Poses imminent risk to
the safety of the
individual student
 Poses imminent risk to
the safety of others

Restraint:
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Must be used only under
emergency situations and
if essential
Emergency situations
include behavior that:
 Poses imminent risk to
the safety of the
individual student
 Poses imminent risk to
the safety of others
 Fits the corporal
punishment statute
Corporal Punishment

Deliberate infliction of physical pain by hitting,
paddling, spanking, slapping, or any other
physical force as a means of discipline.

Person employed by, engaged as a volunteer or
contractor may use reasonable physical force as
necessary to maintain order and control in a
school or school related setting for the purpose of
providing an environment that is conducive to
safety and learning.
Limitations

Seclusion not to be
used for:
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Staff convenience
Discipline or
punishment
As a substitute for less
restrictive interventions
As a substitute for
training in CPI and PBS

Restraint not to be
used for:
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Staff convenience
Discipline or
punishment
As a substitute for less
restrictive interventions
As a substitute for
training in CPI and PBS
Prohibited Practices

Seclusion:
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Corporal punishment
Depriving basic needs
Child abuse
Seclusion of preschool
children
Intentional application
of a noxious substance
or physical stimuli
resulting in physical
pain or extreme
discomfort

Restraint:
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Corporal punishment
Depriving basic needs
Child abuse
Mechanical and
chemical restraint
Intentional application
of a noxious substance
or physical stimuli
resulting in physical
pain or extreme
discomfort
Prone restraint
Use of Physical Force under the
Corporal Punishment Statute

In maintaining order and control, a person may
use physical force upon a student:
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To restrain or remove a pupil whose behavior is
interfering with the orderly exercise and performance
of school functions if the pupil has refused to comply
For self-defense or defense of another
To prevent a student from inflicting harm on self
To quell a disturbance that threatens physical injury
To obtain possession of a weapon or other dangerous
object
To protect property
Procedures for Use

Seclusion and Safety:
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Use trained key
personnel
Watch for physical
distress
Medical assistance if
needed
Continuously observe
Document observations
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Restraint and Safety:
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Use trained key
personnel
Watch for physical
distress
Seek medical assistance
if needed
Continuously observe
Document observations
Procedures for Use (continued)
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Seclusion:
Proportionate and sensitive
to student’s:
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Severity of behavior
Developmental and
chronological ages
Size
Physical, medical and
psychiatric condition
Gender
Personal history, including
history of physical or
sexual abuse
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Restraint:
Proportionate and sensitive
to student’s:
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Severity of behavior
Developmental and
chronological ages
Size
Physical, medical and
psychiatric condition
Gender
Personal history, including
history of physical or
sexual abuse
Duration
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Seclusion:
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No longer than needed
to allow student to
regain control
Elementary = no more
than 15 minutes
Middle / High School=
no more than 20
minutes
If more time is needed,
add support staff and
document to explain
time extension

Restraint:
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No longer than needed
to allow student to
regain control, but
generally no longer
than 10 minutes
If more time is needed,
add support staff and
document to explain
time extension
Debriefing
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Seclusion:
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Followed by debriefing
with the parent and
student to explore
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Triggers
Whether behavior will
occur again
What, if any, follow-up
is needed
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Restraint:
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Followed by debriefing
with the parent and
student to explore
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Triggers
Whether behavior will
occur again
What, if any, follow-up
is needed
Emergency Intervention Plan (EIP)
for Seclusion
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Trigger = a pattern of behavior requiring the use
of seclusion occurs or is reasonably anticipated
Documented steps for EIP:
 Detail the emergency plan
 Ask if a known medical condition
contraindicates seclusion
 List possible alternative, pros and cons of each
 Periodic review
 Trained personnel
Emergency Intervention Plan (EIP)
for Restraint
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Trigger = a pattern of behavior requiring the use
of restraint
Documented steps for EIP:
 Detail the emergency plan
 Ask if a known medical condition
contraindicates restraint
 Conduct peer review by knowledgeable staff
EIP for Restraint (continued)
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Gain informed consent based upon an
explanation of:
 Emergency restraint
 Possible discomforts and risks
 Possible alternative strategies, pros and
cons of each
 Answers to questions
 Freedom to withdraw consent
Periodic review
Trained personnel
Tell / show student circumstances when
restraint would occur
Documentation and Reporting
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Seclusion:
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Document each use of
seclusion and reason for
use
Document in writing
and report immediately
to building
administrator
Verbally report to
parent/guardian
immediately or ASAP
Provide written report
to parent within 24
hours
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Restraint:
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Document each use of
seclusion and reason for
use
Document in writing
and report immediately
to building
administrator
Verbally report to
parent/guardian
immediately or ASAP
Provide written report
to parent within 24
hours
Data Collection System

Seclusion data must
include:
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Frequency
Relationship to
suspension, expulsion
and drop-out rates
ID of appropriately
trained key personnel
and levels of education,
training and knowledge
A schedule for reporting
and analyzing data by
MDE (to be determined)

Restraint data must
include:
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

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Frequency
Relationship to
suspension, expulsion
and drop-out rates
ID of appropriately
trained key personnel
and levels of education,
training and knowledge
A schedule for reporting
and analyzing data by
MDE (to be determined)
Questions and Answers