School-wide Positive Behavioral
Interventions and Supports
and
704 KAR 7:160
PARTS OF THIS PRESENTATION WERE
DEVELOPED BY THE KENTUCKY CENTER OF
INSTRUCTIONAL DISCIPLINE (KYCID)
704 KAR 7:160
 Use of Physical Restraint and Seclusion in Public
Schools
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The regulation establishes requirements for use of physical
restraint and seclusion in districts designed to promote safety
of students, personnel and visitors.
The regulation establishes notification and data reporting
requirements for the use of physical restraint and seclusion in
districts
The regulation does not prohibit the lawful exercise of law
enforcement officers.
KAR Requirements Cont.
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Districts shall establish policies and procedures that: ensure
school personnel are aware of and parents are notified on how
to access the policies and procedures regarding physical
restraint and seclusion.
All school personnel shall be trained annually to use PBIS
strategies to include de-escalation strategies and crisis
prevention.
A core team of personnel from each school will receive
additional training (SCM) to respond to dangerous behavior
and to implement physical restraint.
Definitions
 Physical restraint – a personal restriction that
immobilizes or reduces the ability of a student to
move the student’s torso, arms, legs, or head freely.
 Seclusion – involuntary confinement of a student
alone in a room or area from which the student is
prevented from leaving but does not mean classroom
timeouts, supervised in-school detentions, or out-ofschool suspensions.
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When not to use Restraint and/or Seclusion
 Physical restraint shall not be used in a public school
or educational program
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As a punishment or discipline
To force compliance or to retaliate
As a substitute for appropriate educational or behavioral
support
To prevent property damage, except as permitted under KRS
Chapter 503
As a routine school safety measure or
As a convenience for staff
As a substitute for time-out
Cont.
 School personnel should not impose the following on
any student at any time
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Mechanical restraint
Chemical restraint
Aversive behavioral interventions
Physical restraint that is life threatening
Prone or supine restraint
A physical restraint if they know that physical restraint is
contraindicated based on the student’s disability, health care
needs, or medical or psychiatric condition.
When can Restraint and/or Seclusion be used?
 Physical Restraint may only be implemented in a
public school or educational program:
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By all school personnel if the student’s behavior poses an
imminent danger of physical harm to self or other.
This does not include property destruction; or
The physical restraint does not interfere with the student’s
ability to communicate unless the student uses sign language
or an augmentative mode of communication and the
implementer determines that freedom of the student’s hands
for brief periods during the restraint may likely result in
physical harm to self or others.
Cont.
 The student’s physical and psychological well-being are
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monitored during the physical restraint
Less restrictive behavioral interventions have been
ineffective in stopping the imminent danger of physical
harm to self or others.
The student is visually monitored for the duration of the
seclusion.
Less restrictive interventions have been ineffective in
stopping the imminent danger of physical harm to self or
others.
School personnel implementing the seclusion are
appropriately trained to use seclusion.
When to stop
 The physical restraint and/or seclusion should end
as soon as :
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Student’s behavior no longer poses imminent danger of
physical harm to self or others or
A medical condition occurs putting the student at risk of harm
Seclusion Settings
A setting used for seclusion should:
Be free of objects and fixtures with which a student
could inflict physical harm to self/others
Provide school personnel a view of the student at all
times
Provide adequate lighting and ventilation;
Have an unlocked and unobstructed door; and
Have at least an annual fire and safety inspection
Documentation
 If the student is not an emancipated youth, the parent of
the student shall be notified of the physical restraint
and/or seclusion verbally or through electronic
communication, if available to the parent, as soon as
possible within twenty-four hours of the incident. If the
parent cannot be reached within twenty-four hours, a
written communication shall be mailed to the parent via
U.S. mail.
 The principal and DoSE should be notified of the
seclusion/physical restraint as soon as possible, but no
later than the end of the school day on which it occurred
Cont.
 The physical restraint or seclusion record form, using district
form, should be completed by the end of the next day
following the day of the restraint/seclusion. Data should also
be entered in IC.
 If the parent/emancipated youth requests a debriefing
session, a debriefing session shall be held after the incident of
physical restraint/seclusion.
 The following persons should participate in the debriefing
session
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The implementer of the physical restraint/seclusion
At least two other school personnel who were in the proximity of the
student immediately before or during the physical restraint/seclusion
The parent and/or emancipated youth
Supervisory and administrative school personnel which may include
ARC members, 504 Team members , RTI team members,etc.
Cont.
 For any student not identified as eligible for Section
504 or IEP, consider RTI and possible referral.
 All documentation becomes part of the student’s
educational record.
 Districts are required to report number of physical
restraints and seclusion, any instances of substantial
risk of death, extreme physical pain, disfigurement
related to the physical restraint and number of
instance when the school resource officer or law
enforcement officer is involved in physical restraint
or seclusion of a student.
Crisis Interventions
-Physical restraint/seclusion is used when a student’s
behavior poses imminent danger of physical harm to
self or others in emergency circumstances.
-In these situations, all school personnel may
physically restrain students.
-Core trained staff shall be summoned ASAP.
-During any restraint, student is monitored for
physical and psychological well being for the
duration.
-Staff shall only use reasonable force to protect student
from danger of physical harm.
Cont.
 Core trained staff may also restrain:
 in nonemergency situations when behavior poses
imminent danger or physical harm to self or others
 to protect themselves
 to protect a third person
 to prevent property damage
 to maintain reasonable discipline
Safe Crisis Management
 In Barren Co., Core team at each school is trained
annually in Safe Crisis Management (SCM) and will
follow the guidelines set forth within said program
for appropriate holds, carries, etc. to use when it is
necessary to restrain a student.
 Trainers/Persons to Contact:
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Chele Gillon, Counselor, BCMS
Molly Caswell, MSD Teacher, NJE
John Bradshaw, LBD Teacher, Eastern
Cont.
 Core trained staff may also restrain:
 in nonemergency situations when behavior poses
imminent danger or physical harm to self or others
 to protect themselves
 to protect a third person
 to prevent property damage
 to maintain reasonable discipline
How to avoid
Restraint/Seclusion:
POSITIVE BEHAVIOR AND
INSTRUCTIONAL SUPPORTS
(PBIS)
Purpose of
Positive behavioral Interventions and Supports
 Aims to build effective environments in which
positive behavior is more effective than problem
behavior
 Is a collaborative, data-based approach to developing
effective interventions for problem behavior
 Emphasizes the use of preventative teaching and
reinforcement-based strategies to achieve
meaningful and durable behavior and lifestyle
outcomes
 Meets requirements set forth in 704 KAR 7:160
Levels of PBIS Implementation
 Tier I Universal – processes and procedures
intended for all students and staff in all nonclassroom settings
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Classroom - processes and procedures that reflect universal
expectations for student behavior coupled with pre-planned
strategies applied within classrooms
 Tier 2/Secondary – processes and procedures
designed to address behavioral issues of students atrisk for serious behavioral challenges
 Tier 3/Tertiary – processes and procedures designed
to meet the needs of students with the most serious
academic/behavioral/emotional challenges
School-Wide Systems for Student Success:
A Response to Intervention (RtI) Model
Academic Systems
Behavioral Systems
Tier 3/Tertiary Interventions
1-5%
1-5%
Tier 3/Tertiary Interventions
•Individual students
•Assessment-based
•High intensity
Tier 2/Secondary Interventions
•Individual students
•Assessment-based
•Intense, durable procedures
5-15%
5-15%
Tier 2/Secondary Interventions
•Some students (at-risk)
•High efficiency
•Rapid response
•Small group interventions
•Some individualizing
•Some students (at-risk)
•High efficiency
•Rapid response
•Small group interventions
• Some individualizing
Tier 1/Universal Interventions 80-90%
•All students
•Preventive, proactive
80-90%
Tier 1/Universal Interventions
•All settings, all students
•Preventive, proactive
Illinois PBIS Network, Revised May 15, 2008.
Adapted from “What is school-wide PBS?”
OSEP Technical Assistance Center on Positive
Behavioral Interventions and Supports.
Accessed at http://pbis.org/schoolwide.htm
Elements of School-wide PBIS
 Common approach to discipline
 Establish a team/get faculty buy-in
 Establish a data-based decision-making system
 Establish school-wide expectations for behavior
 Develop and teach lessons plans
 Implement a rewards/acknowledgement system
 Develop a systematic approach to addressing
misbehavior
 Monitor, evaluate, and modify
Establish a Team/
get Faculty Buy-in
 Meets Monthly
 Provides information to staff members on a regular
basis
 Find out who serves on your school’s team!
Establish a Data-Based Decision-Making system
 Make decisions based on data
 Average referrals per month
 By problem behaviors
 By location
 By time of day
 By student
Establish School-Wide
Expectations for Behavior
 Few in number
 Positively stated, global expectations
 Example
 Be Respectful
 Be Responsible
 Be a Team Player
 Taught at the beginning of the school year
 Re-taught after major break and anytime data
indicates a need
Develop a Systematic Approach to Address and
Monitor Behavior
 Consistent approach
 Problem behaviors are defined
 Procedures for dealing with classroom-managed and
office-managed behaviors
Implement a Rewards/Acknowledgement System
 All staff participate, all students can access
 Examples-tickets, punch cards, coupons, “buck,” etc.
 Be ready to begin reinforcing the expectations on the
first day of school!
 Always pair verbal praise with the presentation of a
token
Outcomes of School-wide PBIS
 Decrease in office discipline referrals
 Increase in instructional time
 Decrease in administrator time spent on discipline
issues (e.g., suspensions)
 Efficient and effective use of scarce resources
 Increase in perceived school safety
 Sustainability through a team approach
Primary Strategies
 Program Organization
 Relationship Building
 Structured Environment
Program Organization
 Admin. Responsibilities: staffing, resources,
supervision, training
 Personnel Responsibilities
 Team Work
 Needs based programming (Maslow)
Structured Environment
 Consistency and Routines: define and teach, between
classes, structure of the day
 Transitions: plan transition time to eliminate idle
time, place to place, activity to activity, then execute
effectively.
Relationship Building
 Effective Communication: attune, encourage,
genuine interest, acknowledge, active listening
 Empathetic Connections: meet and greet, positive
affect, be friendly, listen, teach acceptable behavior
 Within the Environment: be consistent, restructure
when necessary, provide routines, engage students
Try Not To:
 Be sarcastic (different from humor)
 Warn/Threaten
 Argue/Interrupt
 Antagonize
 Judge
 Use closed communication
 Use why and you messages
 Use active, passive or counter aggression
Specifically, think about:
 Ratio of Interactions
 Supervision
 Opportunities to Respond
 Choices
Ratio of Interactions
 Ratio of interaction – making an intentional effort to
interact with every student more frequently when the
student is behaving appropriately than when he or
she is misbehaving.
 4 to 1 Ratio should be the goal
Sprick, Randy (1998) CHAMPS;
What is Active Supervision?
Monitoring procedure that uses 3 components
1. MOVING
2. SCANNING
3. INTERACTING
FREQUENTLY
DePry & Sugai, 2002
Active Supervision: How?
 Moving effectively
• Constant
– Make presence known and obvious
– Proximity to all students
– More frequent proximity to noncompliant
students
• Randomized
• Targets Problem Areas
Active Supervision: How?
Scanning Effectively
• All students observed on a regular basis
• Make eye contact with students in more
distant locations of the room
• Look and listen for signs of a problem
Active Supervision: How?
Interacting Frequently
• Positive contacts
– Friendly, helpful, open demeanor
– Proactive, non-contingent
– High rate of delivery
• Positive reinforcement
– Immediate and contingent on behavior
– Delivered at high rates and consistently
Active Supervision: How?
 Interacting Frequently
• Corrective response
– Non-argumentative, noncritical
– Specific to behavior
– Systematic = correct, model, practice, reinforce
• Deliver consequence
– Neutral, businesslike demeanor
– Fair, non-arbitrary
Opportunities to Respond
 An instructional question, statement or gesture
made by the teacher seeking an academic response
from students (Sprick, Knight, Reinke, & McKale 2006)
 A teacher behavior that prompts or solicits a student
response (Simonsen et al., 2008)
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Reading aloud
Writing answers to a problem
Verbally answering a question
Responding to a teacher’s cue
Why Provide Multiple OTR?
Behavioral Outcomes
• Increases student engagement with
instruction
• Allows for high rates of positive, specific
feedback
• Limits student time for engaging in
inappropriate behavior
• Is an efficient use of instructional time
Heward, 1994
Rate of OTR
• New Material:
– 4 – 6 student responses per minute with
80% accuracy
• Practice Work:
– 9 – 12 student responses per minute with
90% accuracy
CEC, 1987; Gunter, Hummel, & Venn, 1998
Why Provide Choice?
“Providing opportunities for students to
make choices has been demonstrated
to be an effective intervention in
preventing problem behavior and
increasing engagement.”
Kern & Clemens, 2007
Why Provide Choice?
• Feasible and easy intervention to implement
• Effective for students in general or special
education
• Does not require significant modification to
existing instruction
Kern & State, 2009
Steps for Using Choice in the Classroom
1) Create a menu of choices you would be
willing to provide to students
2) Look through your choice menu before
planning each lesson
3) Decide what types of choice are
appropriate for the lesson and where they
fit best in the lesson
4) Provide choices as planned while teaching
the lesson
5) Solicit student feedback and input
Secondary Strategies: Ways to Respond to
Behaviors of Concern
~Non-verbal Intervention
*planned ignoring
*proximity prompt
*touch prompt
*signals
~Para Verbal Intervention
*tone
*volume
*rate
~Active Listening
*”I messages”
*body language: head nod, eye contact, open posture
Cont.
Verbal Intervention:
encouragement-indicate concern, clear language, divert focus, offer choices
discussion-paraphrase, reflect feelings, summarize
direction-direct appeal, redirect, limit setting, consequence reminder, positive problem-solving
When dealing with Individuals with Developmental Delays or Cognitive Deficits:
Visual supports
Choices
Engagement
Immediate gratification
Sensory strategies
distraction
Praise
In the End
 Treat every child as an individual deserving of
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respect
Always attempt to de-escalate prior to restraining
Know who is trained in SCM in your building
Call for help ASAP from a trained staff member
Document, Document, Document