APPROVED TRAINING PROGRAMS PHYSICAL RESTRAINT & SECLUSION

Transcription

1 APPROVED TRAINING PROGRAMS PHYSICAL RESTRAINT & SECLUSION The following training programs have been approved by the Oregon Department of Education, pursuant to ORS ; OAR THE CRISIS PREVENTION INSTITUTE (CPI) Philosophy: Providing a balanced behavior management system while maintaining care, welfare, safety and security for both the student and staff. Training: CPI recommends annual staff training. The program offers two training options: a one or two day staff training session with a CPI instructor or a 4-day Instructor Certification training program, using the Train the Trainer model, for selected staff members who then provide training for the district staff. Certification: Certified instructors of CPI maintain their certifications on a 4year cycle. Each year, instructors must teach a minimum of 18 hours (2 formal programs) and pay an annual membership fee. In the second year the instructor is to take an online exam, at no cost. In the fourth year, instructors are expected to attend one of six different qualifying renewal programs, including written and physical competency testing on the CPI program. Methodology: Provides a holistic system for defusing escalating behavior and safely managing physically aggressive behavior. CPI methods focus on effective communication and an understanding of human physiology during aggressive moments, focused on achieving positive outcomes. MANAGING AGGRESSIVE BEHAVIOR (MAB) Philosophy: A crisis management program that focuses on prevention while teaching the physical and nonphysical intervention skills you need to keep staff and clients safe. Training: The MAB curriculum is an intensive, hands-on course designed to teach you how to train and is appropriate for professionals who want to be qualified to train staff and volunteers to prevent and manage crisis. The MAB program emphasizes prevention and non-physical intervention strategies, and teaches non-pain producing physical intervention techniques to protect youth and staff alike. MAB can help you establish agency-wide procedures that will reduce the number of restraints and offers an after-crisis component that helps staff learn from each event. Certification: Be able to effectively deliver the MAB course, including philosophy, nonphysical, and physical intervention to staff in their agencies. 3.6 CEUs (36 clock hours) from The University of Oklahoma are required to be a trainer. Methodology: Emphasis on prevention and early intervention; de-escalation techniques; use of passive non-pain producing holds where appropriate.

2 MANDT SYSTEM Philosophy: The Mandt system is based on the principle that all people have the right to be treated with dignity and respect. They believe that all individuals have the right to a personal identity, the right to normalization, and the right to the least restrictive and most appropriate environment. Training: Mandt uses a Train the Trainer model. At least one staff member attends a 2 to 5 day training session, depending on the level of training required by the school district. District staff must be trained on an annual basis and the length of training will vary based on district needs. Certification: District trainers must be recertified by the Mandt program every two years. Methodology: The Mandt System teaches the use of a graded system of alternatives that uses the least amount of external management necessary in all situations. OREGON INTERVENTION SYSTEM (OIS) [email protected] Philosophy: Based on person-centered planning that provides individual support, promotes self-determination and focuses on the development of supportive environments. OIS embraces Positive Behavioral Interventions & Support (PBIS) practices. Training: The Oregon Intervention System (OIS) requires 16 hours of training over a 2 day period for certification. Certification: Staff must be recertified every two years. Methodology: A process of developing, maintaining, practicing and reviewing positive behavior supports with a focus on making problem behaviors ineffective while promoting more socially acceptable alternatives. The intervention process includes a review of the context in which the behavior occurs, the function of the problem behavior, and reasonable and effective strategies to deal with the behaviors, providing a behavioral framework and guidelines for staff working with students with challenging behaviors. PRO-ACT Philosophy: Pro-ACT is presented as an approach, where principles are emphasized versus specific techniques. The primary purposes of its workshops are to teach trainees how to solve problems for themselves in the midst of various circumstances or situations. The principles are intended to enhance reasonable plans that are in place for students. The emphasis is further on safety for all involved despite individual differences. The rights of each individual are recognized and honored. Team work and the development of team skills is another emphasis of the program. Training: The Pro-ACT program requires 16 hours of training. It also provides an additional 4 hours of training for restraint certification, to those participants who successfully completed the 16 hours workshop.

3 Certification: Staff must be recertified every two years. Methodology: Pro-ACT employs a multi-leveled approach in educating and preparing participants for crisis. The training methods are designed to promote the following: o Respect student rights and the need for a non-coercive environment; o Minimize the risks associated with emergency response to assaultive behavior; o Emphasize the role of supervision of employee behavior; o Encourage strongly worded and strictly enforced policies; o Promote regular in-service training; o Support continuous upgrading of skills and knowledge; o Be free of gender bias; Emphasize team skills; and o Provide experience in problem solving. PROFESSIONAL CRISIS MANAGEMENT ASSOCIATES (PCMA) Philosophy: PCMA s guiding principles reflect the core values that drive the Positive Behavioral & Intervention Supports (PBIS) approach and include: o Human beings have a basic right to humane and dignified treatment. o Human beings have a right to safety and freedom from pain. o Human beings have a basic right to freedom of choice. o The least restrictive alternative that is likely to be effective is critical to safety and success of individuals. o Teaching and support strategies must be as positive, pro-active and non-coercive as possible. o Teaching and support strategies must utilize proven principles of effective behavior change, such as continuous feedback, behavioral shaping, and fading of cues and assistance. Training: An intensive 28 hour course that certifies participants to practice and teach the procedures and techniques of the PCM system to Practitioners. Certification: PCM training requires certification, and refresher courses must be completely annually to maintain certification. The different levels of initial certification and recertification are described above in the Training section. Methodology: Components of the PCM training include the following: o Identifying triggers of aggressive behavior o Methods for calming students/persons, including biological strategies, proximity and environmental strategies. o PBIS strategies, including creating a positive overall environment, scheduling activities, teaching social skills and replacement behaviors. Teaching verbal de-escalation, for both the pre-crisis and post-crisis stages. o Teaching effective staff and student debriefing, post-crisis prevention, and providing a comprehensive data collection system to document physical restraint events. o Teaching blocks, releases and holds, including Dynamic Holding, a system of providing immediate feedback for behavior involving easing up on a hold after 3 seconds of calm or relaxing by a restrained student/person, and total release after 12 seconds of calm.

4 RIGHT RESPONSE Philosophy: Training with a focus on proactive crisis management will likely reduce the incidence of behavior problems and aggression, thereby also reducing the need for intervention and physical safety. A critical component of this process is the use of Positive Behavior Support (PBS) which has a large evidence basis. Training: Right Response training focuses on proactive crisis management to reduce the incidence of behavior problems and aggression, thereby also reducing the need for intervention and physical safety. A critical component of this process is the use of Positive Behavioral Interventions & Supports (PBIS). The training contains the following levels and options: o Primer: The first 5 hours is primarily focused on De-escalation Techniques and is great if you who have limited contact with students. This workshop is taught in 1-five (5) hour session. o Elements: Maximize Safety with Self-Protection Skills in addition to the Primer. This workshop is taught in 1-seven (7) hour session. o Elements+: For your therapeutic contact with people, learn how to prevent escalations with Proactive Environments and Positive Behavioral Interventions & Supports. Also includes Advanced De-escalation skills. This eleven (11) hour workshop is taught in 1- seven (7) hours session and 1four (4) hours session, taught on consecutive days. Certification: o Advanced: This full, 14 hour certification gives you all the skills of Prevention, Deescalation, Post-intervention and Physical Interventions, including Escorts and Holds. This workshop is taught in 2-seven (7) hour sessions, taught on consecutive days. o Elements Instructor: 3-Day instructor certification course allows you to teach Part 1- Primer and Elements. Teaching requirement is 12 hours per year with a 2 year certification. Advanced Instructor: 4-Day instructor certification course allows you to teach all levels of the training. Teaching requirement is 18 hours per year with a 1 year certification. Methodology: The philosophy of RIGHT RESPONSE focuses on a proactive approach to managing disruptive and/or assaultive behavior, featuring a holistic outlook to prevent future crisis. The presented strategies are research-based and are proven effective when implemented consistently. The three guiding principles of this philosophy are: o The intervention must meet the needs of person. o We must constantly reflect respect on the person. o The safety of everyone in the environment is our highest priority.

5 SAFETY-CARE (SC) (866) Philosophy: The Quality Behavioral Institute provides Safety-Care training support to organizations that work with individuals with behavioral challenges. All QBI training is designed to make your staff more skilled, more competent, more creative, and more effective at addressing behavioral challenges. Training Safety-Care provides staff with the skills they need to confidently, safely, humanely, and respectfully enhance the lives of children, adolescents, or adults who sometimes exhibit violent or otherwise challenging behaviors. As a last resort, if needed to initiate emergency physical interventions, staff learns to manage aggression and other dangerous behaviors using a comprehensive set of physical procedures that are safe, effective, and brief. None of the procedures cause pain, applies pressure to torso or joints, or put the person into an uncomfortable or awkward position. Certification: Each module requires ½ day for trainer training or 2 ½ 3 hours for specialist training. The modules include the following: Comprehensive Reinforcement Strategies Elementary/School Age Children Supervision and Management High Severity Behavior. Methodology: Staff learns to intervene professionally and therapeutically, using a safe, straightforward, effective approach designed to prevent or reverse escalation and avoid restraint. Safety-Care de-escalation skills work with those who can communicate verbally and those who can't. Safety-Care is based on an Applied Behavior Analysis (ABA) model, which assists with avoiding reinforcement of crisis behaviors. Safety-Care appropriately balances immediate crisis intervention and longer-term safety goals. SC is designed to support your use of behavior support interventions, and provides a humane, positive, caring, strength-based environment. SAFE CRISIS MANAGEMENT SCM(4726) Philosophy: Safe Crisis Management is a comprehensive training program focused on preventing and managing crisis and improving safety in facilities and schools. Training: SCM offers a comprehensive in-service training program that provides the tools needed to create a safe and positive learning environment for both the student and staff. The training includes prevention, intervention and post intervention strategies focusing on promoting positive growth and behavior, understanding today s students, and understanding and identifying behaviors of concern and how to respond to those behaviors. In addition, the training teaches how to conduct functional assessments, create behavior support plans, use emergency safety interventions and conduct follow-up procedures. Certification: The SCM Certification training is a rigorous 5-day training where participants are certified to teach the entire Safe Crisis Management curriculum to their staff. Successful completion of the program is contingent upon passing both a written test and a physical skills test. Participants will receive an Instructor s Manual that provides a model curriculum for SCM Staff Training, which contains lesson plans, handouts and activities for each concept presented in the SCM Participant s Workbook. The SCM Staff Training Slideshow and SCM Physical Interventions Video are also received. Methodology: JKM Training, Inc. has provided, with its SCM program, a comprehensive

6 continuum of prevention, de-escalation and safe emergency intervention strategies for responding to aggressive behavior in social service agencies and schools. SCM is consistent with positive behavior strategies emphasizing prevention and de-escalation skills while providing a set of last resort emergency safety interventions. SCM has a trauma-sensitive approach with emphasis on building positive relationships with students and provides school personnel with the knowledge and skills they need to prevent, plan for, and respond to students challenging and escalating behaviors. SAFETY FIRST Judy Newman, Co-director, Early Childhood CARES, , [email protected]; Pam Arbogast-Thompson, Supervisor, Early Childhood Services, Southern Oregon ESD, , [email protected]; George Cocores, MS, Behavior Specialist, Evaluation Team Leader, EI/ECSE, High Desert ESD, (541) , [email protected] Philosophy: The Safety First curriculum is designed specifically for the early childhood population, and is grounded in the philosophy of Positive Behavioral Interventions & Support (PBIS). The program supports that strategies and interventions implemented in early childhood settings should be research-based, appropriate for the physical size and developmental level of young children, and embedded within a continuum of supports that include a focus on prevention. The goals of the curriculum are to prevent injuries and property damage, teach rather than punish, and to assist children, families and staff needs with consistent strategies, a common language, and common goals when presented with challenging behaviors. Training: The training includes learning to define terms used in Safety First procedures, including the definition of Dangerous behavior, Escalation and De-escalation phases, First Response Strategies, Physical Control or Restraint, and defining the L.E.A.D. (Label, Envelop, Assist, Direct) process. The training further gives multiple examples and non-examples of the various definitions, uses videos to model and illustrate processes, and has participants practice Safety First procedures. The importance of documentation is also explained and participants are given sample forms and guides on best practice and procedures with documentation. Certification: Training to be a trainer can be acquired by contacting EC Cares in Lane County, and participating and completing a 6-8 hours training. Methodology: Safety First s training objectives include teaching participants to use a common language and definitions that correspond to the language of PBIS model. The other objectives include learning when it is appropriate to use first response strategies (verbal, physical, environmental, mixed); learning how to implement first response strategies; learning how and when it is appropriate to use and implement the L.E.A.D. (Label, Envelop, Assist, Direct) process; learning to implement procedures for consistent documentation and communication with staff and families in order to make databased decisions; learning when to establish individualized function-based support; and having a plan for teaching and informing families and children about the Safety First process and when and/or how it will be used.

7 THERAPEUTIC CRISIS INTERVENTION 1(607) Philosophy: The TCI system was designed to prevent crises from occurring, de-escalate potential crises, effectively manage acute crises, reduce potential and actual injury to children and staff, assist with learning constructive ways to handle stressful situations, and develop a learning circle within the organization. Training: An intensive five-day train-the-trainer course is provided for schools, agencies and organization to provide in-house training capacity in the TCI curriculum, which is an approved physical restraint training program in some states and provinces. Certification: There are three levels of certification, all of which require the applicant to successfully complete the training and pass all written and verbal competency evaluations. The following describes what is included in the three associate certification levels: o Certification #1: The TCI Trainer is certified to train all of the TCI training except for the protective interventions and physical intervention techniques. o Certification #2: The TCI Trainer is certified to train all of the TCI training except for the floor physical intervention techniques (Can train the protective interventions and standing hold). o Certification #3: The TCI Trainer is certified to train all of the TCI training including protective interventions and all physical restraint techniques. Methodology: The Therapeutic Crisis Intervention training program for child and youth care staff presents a crisis prevention and intervention model designed to teach staff how to help children learn constructive ways to handle crisis. Eastern Oregon Behavior Intervention Systems (EOBIS) (541) Philosophy: The EOBIS training is based on an emphasis of behavior intervention following the framework of a Positive Behavior Interventions & Supports to prevent crisis situation occurrences and avert escalation of behavior problems. A focus on prevention through the use of appropriate behavior alternatives minimizes behaviors that may pose a danger to self or others. The program also addresses the safe and appropriate use of verbal, physical and seclusion interventions. Training: The training is provided in a small group setting utilizing power point, handouts, discussions, and practical applications of appropriate verbal and physical interventions in a safe and effective manner to insure the care and safety of students and staff. The training covers identification of behavior crisis, team responses, behavior protocols, verbal interventions, physical interventions, seclusion and time out, legal and ethical responsibilities, documentations and debriefing/follow-up. Emphasis is placed on positive behavior supports and collaborative problem solving. Training is limited to those schools served by regional or local services provided by the Intermountain Education Service District. Certification: Certification is for one academic year for those participants who complete the training. Participants are maintained in a data base, which is updated after each training. To become an instructor of the program, one must participate in at least three or more training sessions. Re-certification training is provided on an annual basis. Updated information is regularly maintained in the data base. All participants must demonstrate the competence and

8 capacity to perform verbal and physical interventions appropriately for certification. Methodology: The instructional method is small group presentations utilizing a power point to ensure consistency and appropriate discussion of topics. Participants are allowed time for group discussion and opportunities for personal concerns regarding current or past incidents. Emphasis is placed on a team approach to behavior crisis intervention and pre-established protocols for each school building. Sufficient time is allowed for participants to practice verbal and physical interventions and to review case studies. Video demonstrations are provided; live demonstrations are also presented. Legal responsibilities and limitations are discussed. The required and mandatory documentation specifics are presented, and debriefing/follow-up is covered as well. For more information regarding the training programs currently approved by the Oregon Department of Education that meet the expectations and requirements specified in OAR , please contact John Inglish, ; [email protected]