Transcript 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/restraintsand-seclusion-resources.pdf
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Sheila Chaney, Capital Region ESD 113
1. Prevention
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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
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 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
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 De-escalate
 Support replacement with positive behavior
4. Policies apply to all
All students
 All staff
 All settings
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5. Consistent with right to be
treated with dignity and free of
abuse
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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
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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
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9. Address the underlying cause
or purpose: FBA & BIP
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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
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11. Visual monitoring
Every instance
 Inside area or adjacent window
 Inspect and prepare seclusion area for
clearance of obects
 Observe continuously
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 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
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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
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12. Policy
Inform parents of district policy annually
 Inform parents of applicable Federal,
State or local laws
 See complete document for what to
include
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13. Notification
Notify parents ASAP following each
instance
 Ideally, on same school day
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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
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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
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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
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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?
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