behaviors indicating she is in distress. Hair covering face. Stops making spontaneous eye contact. Ceases verbal communication. Kicking desk (low to moderate intensity – could cause damage, but low likelihood of damage). Keep yourself calm. Limit verbal interactions. Allow physical space (at least 10 feet away). Allow [student name] to call her mother if she requests to do so. Encourage [student name] to go to her calm space (next to seclusion room). Power struggle (e.g., expecting her to immediately comply) – she may not show immediate compliance when beginning to escalate. Direct other students to another area of room. Direct other students to leave room and go to designated area. Distress Stage Description of Student’s Behavior in Distress Stage Interactions with Student Actions for Staff to Avoid Other Actions for Staff to Consider Describe the student’s behavior that indicates he or she has become more agitated and may have moved closer to engaging in demonstrating unsafe behavior. Describe the interactions staff members should have with the student. Describe the actions that, if taken by staff members, are likely to escalate the student further and, therefore, should be avoided. Describe any actions that do not include direct interactions with the student, but may be necessary to keep the student and others safe. Aggression directed at objects. Flipping desks over. Kicking furniture or walls with enough intensity to cause damage. Monitor behavior closely. If necessary, verbally direct to seclusion room. Physically transport to seclusion room. Physical contact (unless necessary to ensure safety). Firm directives (“You need to…”). Power struggle (e.g., expecting her to immediately comply) Staff Member #3 calls Program Administrator and Principal to forewarn them that [student name] is beginning to escalate.
Head banging that seems self-limited (e.g., 3 times and she stops). Other staff/crisis team dispatched to provide assistance if needed. Only lead staff member communicate directly with [student name]. If [student name] attempts to engage staff members other than the lead person, staff members should restate expectations clearly, using simple language and not engage in debate with the student). – she may not show immediate compliance when beginning to escalate. Multiple staff members communicating with [student name]. Engaging in debate with the student. Unsafe Behavior Stage Description of Student’s Behavior(s) Interactions with Student Actions for Staff to Avoid Actions for Staff to Consider Describe the student’s behaviors, including the behaviors that are creating an imminent threat. Describe the interactions staff members should have with the student. Describe the actions that, if taken by staff members, are likely to escalate the student further and, therefore, should be avoided. Describe any actions that do not include direct interactions with the student, but may be necessary to keep the student and others safe. Attempting property damage that causes imminent threat to safety (e.g., punching window). Head banging – persistent. Other behaviors that cause an imminent threat to Back-up staff member(s) from middle school go to room 114 to provide assistance if needed. Staff Member #1 and Staff Member #2 remain in room 114 with [student name]. Talking to [student name]. Touching [student name] unless her behavior is a physical threat to herself or staff. Call police: Dial 9+911. Give address 1501 Jenifer St. Ask for two officers and have them building at Door 6 (Center doors facing Jenifer St. between
[student name]’s or other’s safety that you are unlikely to be able to stop. Member #1, Staff Member #2 and back-up staff member physically escort [student name] to seclusion room (door remains open if possible, close door if your physical safety is threatened). If unable to transport safely, physical restraint may be used to prevent [student name] from injuring herself or others. Marquette and O’Keefe). Describe situation. Provide student name. xx year old white female. Capable of extreme physical aggression. Explain we would like police present IMMEDIATELY for safety. Follow-up post crisis and recovery stage Description of Student’s Behavior indicating student is in recovery Interactions with Student Actions for Staff to Avoid Other Actions for Staff to Consider Describe the student’s behaviors that indicate he or she is in the recovery stage. Describe the interactions staff members should have with the student. Describe the actions that, if taken by staff members, are likely to escalate the student further and, therefore, should be avoided. Describe any actions that do not include direct interactions with the student, but may be necessary to keep the student and others safe. [student name] follows staff directives. [student name] resumes making eye contact. [student name]’s voice is quieter, calmer. [student name] reengages in classroom activities. Coach [student name] through the seclusion room exit protocol. Low key verbal praise. Offer [student name] an opportunity to talk about the problem and problem-solve. Punitive language. Forcing her to up mess she made. References to [student name]’s behavior or making up what she missed during the crisis. Staff Member #2 calls [parent name] to inform her of police call. Member #2 contacts CCF worker to inform her of outcome. All staff members provide written descriptions of incident as necessary.