By Kimberly Eick

694A Classroom Environment

June 10, 2014

 Quick

Survey: Please respond by raising

your hand.
1. How many of you know what Physical Restraint

is?
2. How many of you have participated in a
physical restraint?
3. How many of you know what seclusion is?
4. How many of you have participated in a
seclusion?

 According

to Wisconsin Department of
Public Instruction restraint is as a
restriction that immobilizes or reduces the
ability of a student to freely move his or her
torso, arms, legs, or head.

 Coverage

Applies to both special education and regular

education students.
Applies to school staff, including independent
contractors and their employees, and student
teachers.
Does not apply to law enforcement officers
working in the school.

Except as discussed below, no school staff may use physical

restraint unless he or she has received training that includes:
Methods of preventing the need for physical restraint;
Instruction in the identification and description of dangerous

behavior indicating the need for physical restraint, and in methods

of evaluating risk of harm to determine whether physical restraint
is needed;
Experience in administering and receiving various types of
physical restraint;
Instruction on the effects of physical restraint on the person
restrained, methods of monitoring signs of physical distress, and
techniques for determining when medical assistance may be
needed;
Instruction in documenting and reporting incidents of physical
restraint; and
Demonstration of proficiency in administering physical restraint.

 Each

school where physical restraint may

be used must have at least one staff
member who has received training.

The

school must keep a record of the

training received by the staff member(s)
including information regarding how long
the training is considered valid by the
training program.

Certain maneuvers and techniques are prohibited,

and mechanical or chemical restraints may not be
used.
Personal involved in physical restraint must be
trained. Training programs include:

Crisis Prevention Intervention (CPI)

Initial training is 2 days
Refresher course ( currently) every 2 years and is 1 day
Jireh
Used at private facilities
Not recognized by DPI as meeting the requirements for
personal being involved in physical holds in a public school
setting.
Others?

 A students behavior presents a clear, present

and imminent risk to the physical safety of the

student or to others, and it is the least
restrictive intervention feasible;
There are no medical contraindications to its
use;
The degree of force and duration used do not
exceed what is necessary and reasonable to
resolve the risk to the physical safety of the
student or others; and
No prohibited maneuver is used.

 Do not give adequate attention and care to protecting the pupils

head;
Cause chest compression by placing pressure or weight on the
students chest, lungs, sternum, diaphragm, back or abdomen,
Place pressure or weight on the students neck or throat, on an
artery, or on the back of the students head or neck, or that
otherwise obstruct the students circulation or breathing; and
Constitute corporal punishment

The Act prohibits mechanical or chemical restraints.

Supportive equipment that properly aligns a students body,
assists in maintaining balance, or assisting in mobility under
the oversight of appropriate medical staff is not mechanical
restraint

Briefly touching a students hand,

arm,
shoulder or
back to calm, comfort, or redirect the pupil
is not considered physical restraint.
Other examples?

 According

to Wisconsin Department of
Public Instruction is as the involuntary
confinement of a student, apart from other
students, in a room or area from which the
student is physically prevented from
leaving.

 Seclusion

and/or physical restraint may be

used only when a students behavior
presents a clear, present and imminent risk
to the physical safety of the student or
others, and it is the least restrictive
intervention feasible.

 The room or area is free of objects or fixtures that

may cause injury,

There are no locks on the door, including hold
down type mechanisms that immediately release
when pressure is removed, and
Meets all applicable school building code
requirements.

ROOM A

ROOM B

 A students behavior presents a clear, present and

imminent risk to the physical safety of the student

or to others, and it is the least restrictive
intervention feasible;
Constant supervision of the student is maintained;

 The student has adequate access to the

bathroom, drinking water, required medications,

and regularly scheduled meals; and
Seclusion is used no longer than necessary to
resolve the risk to the physical safety of the
student or others.

 Directing

a disruptive student to
temporarily separate himself or herself
from the activity in the classroom to regain
control.
A student going to a quiet room and
closing the door.
Other examples?

 Very

little learning happens when students

are stressed out, despondent, or otherwise
distracted ( Jensen, 135).

What the learner feels

What you might see

Fear

Restricted breathing, tightened muscles, and closed

body posture

Anticipation

Eyes wide open, body leaning forward, and breath

held

Curiosity

Hand to head, bright facial expression, and head

turned or tilted

Apathy

Relaxed shoulders/posture, slow breathing, and no

eye contact

Frustration

Fidgeting and anxious movements, tightened

muscles, and shortened breaths

Self-convincer

Breathing shifts, and body rocks, tilts, or rolls

 How

do you gather the material?

What forms are required?
What needs to stated in the IEP?
Where does the information go in the IEP?
Who needs to be notified?
How much time do you have to notify
parents and administration?

 At

anytime if the IEP team determines that

the use of seclusion or restraint may be
reasonably anticipated for the student, the
IEP must include:
Appropriate positive interventions and
supports and other strategies that address
the behavioral concerns based on a
functional behavioral assessment; and
Clear statements that the use of restraint
and/or seclusion may be used as an
intervention.

 The

first time that seclusion or physical

restraint is used on a student, the students
IEP team must meet as soon as possible
after the incident.

The

IEP team must review the students IEP

to make sure that it contains appropriate
positive behavioral interventions, supports,
and other strategies to address the behavior,
and revise if necessary.

If it is reasonably anticipated that restraint or

seclusion may be used with a student with disability,
it must included in the students Individualized
Education Program (IEP) and the IEP must also
include positive interventions, supports and other
strategies based on a functional behavioral
assessment.

 Process

for identifying

1. the purpose or function of the behavior;

2. the variables that influence the behavior; and,
3. components of an effective behavioral

intervention plan (BIP)

A

system for gathering data about the

antecedents and consequences of specific
behaviors, developing a hypothesis about
the function of the behavior, and
implementing and evaluating a behavioral
intervention plan

Behavior occurs in a context, not in a vacuum. We need to

consider the environment as well as the child; we cannot assume
that the problem is solely within the child.

Behavior continues because it is reinforced. The misbehavior

works for the student. The challenge is to identify the purpose or
function the behavior serves, and attempt to identify a
replacement behavior that is more acceptable and will serve the
same purpose for the student.

All too often, we rely on punishment and negative responses.

The new law requires positive strategies & interventions. It is not
enough to decrease the inappropriate behavior; we must also
teach replacement behaviors and allow for practice of those new
skills.

We seem to forget everything we know about

learning when it comes to dealing with behavior.
96% of behavior is learned and so it can be
unlearned. (Van Acker)
Misbehavior becomes automatic; the student does
not go through a cognitive process and decide to
misbehave.
When a student must unlearn an inappropriate
behavior and learn an appropriate replacement
behavior, it may take at least 4 to 6 times more
practice.

 Behavior

change is not a discrete event; it

takes time.

We

should be proactive in addressing

challenging behaviors, and try to prevent
problems before they occur.

Functional behavioral assessment is nothing new, and is based on applied behavioral

analysis (ABA). ABA is concerned with the analysis and modification of human behavior,
and is often represented by one of the following paradigms:

A+B=C

The A in either paradigm is antecedent that which precedes the behavior of concern.
The antecedents may include external factors such as settings, tasks, people, activities,
events and so on. Antecedents may also be internal factors such as moods, medical
conditions, disabilities, psychiatric conditions, and so on.

or

A+R=C

The B represents behavior

The R stands for response. It is important to define behavior or response in observable,

factual terms. Stay away from emotions or projected feelings, such as he felt bad or his
feelings were hurt. Everyone involved needs to understand the meaning of the behavior.
For example, what is meant by in seat, disruptive, or on time?

The C is consequence that which follows the target behavior. It is important to

consider what the student does, what other students do, what teachers or other adults do,
whether there are meaningful consequences, and so on.

The goals of ABA include:

1.
2.
3.
4.

determining the relationship between behavior and the

environment;
understanding the reasons or functions for the behavior;
helping behavior change;
arranging consequences to promote the learning of desirable
skills that are observable and measurable.

The relationship between behavior and learning must

not only be considered but must be acted upon. The
purpose is to fill in the blanks in the following sentence:
When __________________ occurs, the student
__________________ in order to
_______________________.

When challenging behaviors are a concern,

regardless of the disability of the child - This is
not just a process for children identified as
emotionally disturbed (ED).
When the current program isnt effective
When the student or others are at risk for harm or
exclusion
When a more restrictive placement or a more
intrusive intervention is contemplated
When there are repeated and serious problem
behaviors
When legally required

 Sources

of information include:

review of records,
interviews,
observations,

standardized assessments, and

informal assessments

What is the problem? Identify and define the

behavior(s) of concern

Why does the problem exist? Formulate a

preliminary hypothesis; gather data to test that
hypothesis

What should be done to address the problem?

Develop a BIP and implement it

Did the intervention work and whats next?

Monitor and evaluate progress

The IEP team, including the parents

One person should not be responsible for an FBA, although one
person may coordinate the process as case manager
There is no requirement that someone licensed in the area of SPED
be included
The team may wish to consider:
Who will collect what information and where?
Who will be responsible for summarizing and displaying the information?
When and how often will information be collected?
Who will meet, and when and how often will they meet, to review/discuss relevant

information for decision making?

 An

FBA or ABA needs to be conducted

BIP
BIP Appendix

B
BIP Appendix D
Restraint/ Seclusion form
Sample Behavior Plan

Describe student behavior that will result in the use of

restraint. Be specific (e.g., when Mary kicks, bites, slaps or
punches; when Bobby is about to cut or scratch himself with a
pen, scissors, or other sharp object) about what a person
would see or hear to know that restraint should be initiated.

Avoid words open to interpretation such as appropriate,

inappropriate, disruptive, aggressive, out of control, etc.

What specific restraint technique will be used (example: child

control position as taught by CPI. Use the terminology used
by the training program)? Describe what behavior must be
seen and/or heard in order for the restraint to end.

 Whats

Plan B??
It is good practice to discuss some of the
what ifs:
What if the student continues to escalate, or is not

calming down?
What if the student briefly calms down, but then
re-escalates once the restraint has ended?
What if key people (e.g., the principal, the special
education teacher or paraprofessional) are not
available (out of the building at a meeting, ill,
etc.)?

 Present

Level
Special Factors
Program Summary
Annual Goals
Attach BIP and FBAs to the end of the IEP

 Parents
Administration

Principals
Pupil services Designee or Director
Special Education Director
Dean of Students
Superintendent (if unable to reach the principal)
See

your school policies for your specific

school policies.

If seclusion and/or physical restraint is used on a student at

school, the principal or designee must:
As soon as possible, but no later than 1 business day after the

incident, notify the students parent of the incident and of the

availability of the written report.
Within 2 business days after the incident, after consulting with
school staff present, prepare a written report containing all of the
following information:
The students name,
The date, time, and duration of the incident,
A description of the incident including a description of the students
behavior before and after the incident, and
The names and titles of school staff present during the incident.

The written report must be kept at the school and made available

for review by the students parents within 3 business days of the

incident.

 Each

year, by September 1, the principal

or designee must submit to the school
board a report:
on the number of incidents of seclusion and

physical restraint in the previous year,

the total number of students involved in the
incidents, and
the total number of students with disabilities
involved in the incidents.

 Administration

needs to be notified before

the child is secluded or restrained.
Parents need a phone call as soon as the
situation is under control.
Parents also need to have access to
written documentation within 3 business
days of the incident.
See your school policies for your specific
school policies.