Each year, nearly every teacher has one student who is a management challenge. These are the students for whom typical interventions are sometimes not successful and often escalate into large-scale non-compliance and aggressive behaviors. In order to promote consistency within the building, the use of common practices and common language has been developed.

While these guidelines were developed and agreed upon by staff, it was also determined that it may be necessary to vary from the plan at times. The developmental level of the child, implementation of a specific behavior management plan, and other classroom variables are all examples of situations in which teacher discretion must be applied.

Consensus determined that our emphasis should always be placed on prevention. The strategies are described below.

POLICY

When a student is verbally and/or physically aggressive, Raymond School staff members will follow the procedures outlined for crisis intervention. This plan includes prevention, intervention, and postvention techniques. Each teacher is a part of a team of two teachers and two assistants. Because of the young age and small size of our students, each teacher will determine if a team control is necessary. If a team control is not needed, the other staff members will monitor the remaining students until the crisis is resolved.

TRAINING

The staff has received training on the physical management of students involved in a crisis situation. The training focused on prevention and intervention. New staff receives an overview of the training with an opportunity for practicing procedures.

PREVENTION

Child is demonstrating behaviors that typically result in an out-of-control situation, however, has not yet escalated. Child will be at anxiety and defensive level requiring staff to be at the supportive and/or directive level (see attachment for level description.)

Strategies include:

1. Use "good choice" language.
2. Provide directive of appropriate behavior:
       "You need to…."
       "We need all children to …."
3. Use pointed praise of others:     "Joseph is sitting on his bottom."
       "David, you made a good choice when you asked Cordy for the toy instead of taking it from him."
4. Use positive contingency management:
       "If you go to the carpet, you will be able to have snack with the other children."
       "When you have picked up the toy, you may line up to go to the gym."

Child has escalated to large-scale non-compliance and/or aggression, possibly now receiving physical restraint. Child will be at the acting-out level while staff will be at the non-violent physical crisis intervention level.

Physical restraint is only used when absolutely necessary and other techniques have not prevented escalation of behavior. This procedure is only used if the child is injuring himself, others, or destroying property. If it is necessary to restrain a student, only the restraint techniques for which staff have received instruction should be used. The entire incident must be documented on an ABC Documentation Form.

1. Clarify Rule
       "You may not hit."
       "You may not hurt."
       "You may not run out of the building."

2. Give periodic reminders of expected behavior. These may be defined or stated in a contingency.
       "When you are in control, I will…."
       "I know you are in control when you…."

3. Use team control when a situation requires it.

4. The length of time required before a contingency is considered complete varies from student to student and situation to situation. This time is often less than one minute and no more than one minute per year of child's age.

Child is in process of regaining rational and controlled actions. Child will be at tension reduction stage while staff need to be at therapeutic rapport level.

1. When child is in control, do not have hands on, but remain in close proximity.
2. Have child state facts of the situation. Staff then states facts of situation.
3. Together, work on what choices could or should have been made in the situation.
4. Let child know that you care about them and that you will help them make good choices.
5. Have child state what he/she will do when he/she rejoins the class.
6. Complete documentation:
       · ABC Documentation Form
       · Notification of Parent

SUMMARY

This Crisis Management Plan for Sarah E. Raymond School will help staff provide consistency by using the same practices and language when working with students who are a "management challenge." The plan will also provide information to parents, caseworkers, or others who are interested in specific management techniques.