Steve Vitto diffusion, de esclation, & restraining at NSU

` NSU CRISIS PREVENTION TRAINING (CPI) BREAKING DOWN THE WALLS Strategies for Defiant & Aggressive Students Presented by: Steven Vitto, M.A., CCII., CTCI., MIBLSI Coach, Behavior Specialist, Muskegon Area ISD Certified Self Defense Instructor in TCI, CPI, Davereuz Emergency Intervention Training, N.A.P.P.I.

NONVIOLENT CRISIS INTERVENTION TRAINING PROGRAM CPI Presented by: Steven Vitto , M.A., CCII. Behavioral Specialist M.A.I.S.D. NSU, OCTOBER, 2011

Andrew ,[object Object],Died from traumatic asphyxia and chest compression. Face-down restraint with arms crossed over chest.

Angie ,[object Object],Stopped breathing after being placed in prone restraint position. Death being ruled a homicide

Chase ,[object Object],Asphyxiation by a prone restraint He was restrained for refusing to stop talking and not following instructions . According to an autopsy he died after suffocating on his own vomit.

Chris ,[object Object],Asphyxiation by prone restraint He was restrained 4 times … in his last 24 hours

Edith ,[object Object],Restraint Asphyxia – She was looking at a family photograph when a male aide instructed her to hand over the "unauthorized" personal item. The dispute escalated into a face-down floor restraint

Gareth ,[object Object],Died of asphyxiation by a prone restraint Restrained by three staff members on his 4th day at the facility

Jonathan ,[object Object],Restrained in a van while staff were running errands. Though he was clearly having difficulties breathing they continued running their errands… for another 1½ hours .

Mark ,[object Object],Asphyxiation while being forcibly restrained by 3 staff in a prone position

Travis ,[object Object],The autopsy indicated he died because of the face-down on the ground restraint. Restrained 1½ hours. Denied request for asthma meds.

Robert ,[object Object],Asphyxiation while restrained after a dispute about his… missing teddy bear He was restrained for 10 minutes, face down on the floor. The staffer who restrained the boy left him lying, unresponsive, on the floor

Reality ,[object Object],[object Object],[object Object],[object Object]

Reality ,[object Object],[object Object]

The United States Government Accountability Office- Testimony Before the House of Representatives, 2009 ,[object Object],[object Object],[object Object],[object Object]

The Research ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]

[object Object],[object Object],[object Object],[object Object]

Positive Behavior Supports ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]

PBS emphasizes behavior that encourages learning by: ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]

A. Training Framework ,[object Object],[object Object],[object Object],[object Object],[object Object]

B. Training Components ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]

C. Comprehensive Training for Key Identified Personnel A local educational agency (LEA) will identify sufficient key personnel to ensure that trained personnel are available for an emergency situation. Before using seclusion or restraint with students, key identified personnel who may have to respond to an emergency safety situation must be trained in: ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]

Impact of School-wide PBS on Seclusion and Restraint ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]

Are classroom response cost systems contributing to defiance and aggression? ,[object Object],[object Object],[object Object],[object Object]

Awareness of Potential for Violence ,[object Object],[object Object],[object Object],[object Object],[object Object]

ATTACHMENT DISORDER OPPOSITIONAL DEFIANCE DISORDER CONDUCT DISORDER ATTENTION DEFICIT HYPERACTIVITY DISORDER EMOTIONAL IMPAIRMENT ANXIETY DISORDERS FETAL ALCOHOL SYNDROME ASPERGERS SYNDROME COGNITIVE IMPAIRMENT Conditions Effecting Behavior

OPPOSITIONAL DEFIANCE DISORDER

Where it Comes From… ,[object Object],[object Object],[object Object]

Understanding Aggressive Behaviors ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],TCI TRAINING [11]

RAPID ASSESSMENT ,[object Object],[object Object],[object Object]

The number one reason student’s loose control… ,[object Object]

Learn the student’s triggers Contra-Indicated Behaviors Strategies for the Oppositional Student ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]

THE CPI WORKBOOK ,[object Object],[object Object],[object Object],[object Object]

Stages of Crisis Development ,[object Object],[object Object],[object Object],[object Object],Page 7

Reduce agitation in a demand situation…. ,[object Object],[object Object],[object Object],[object Object],Page 7

STAGE 2. ,[object Object],[object Object],[object Object],[object Object],[object Object],Page 7

STAGE 3 ,[object Object],[object Object],[object Object]

Stage 4 ,[object Object],[object Object],THERAPEUTIC RAPPORT

Proxemics/Kenesics ,[object Object],[object Object],[object Object],Page 8

SUPPORTIVE STANCE ,[object Object],[object Object],[object Object],[object Object],Page 8

Paraverbal ,[object Object],[object Object],[object Object]

Remember your goal during the Defensive Stage ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]

Student Arguing with Staff The F.A.S.T.

Withdrawing from Power Struggles The F.A.S.T. Program

THE VERBAL ESCALATION CONTINUUM ,[object Object],[object Object],[object Object],[object Object],[object Object],Page 9

QUESTIONING ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]

REFUSAL ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]

RELEASE OR NAMECALLING ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]

INTIMIDATION OR THREATENIN G ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],PAGE 9

SETTING LIMITS ,[object Object],[object Object],[object Object],[object Object]

Setting Limits ,[object Object],[object Object],[object Object],[object Object],[object Object]

THE THREE DON’TS ,[object Object],[object Object],[object Object],[object Object]

How to get someone to leave ,[object Object],[object Object],[object Object]

How to avoid physical contact ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]

Verbal Intervention Tips ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]

EMPATHIC LISTENING ,[object Object],[object Object],[object Object],[object Object],[object Object],PAGE 10

PRECIPITATING FACTORS FUNCTIONAL ASSESSMENT

Functional Assessment ,[object Object],[object Object],[object Object],[object Object],[object Object]

“ If you know why, you can figure out how….” W. Edward Deming

RATIONALE DETACHMENT OUR ABILITY TO MAINTAIN A THERAPEUTIC APPROACH

Integrated Experience ,[object Object],[object Object]

Staff Fear ,[object Object],[object Object]

STAGE 3. ,[object Object],[object Object],[object Object],[object Object]

REASONABLE FORCE ,[object Object],[object Object],[object Object],[object Object]

What is not reasonable force. ,[object Object],[object Object],[object Object],[object Object]

TERMS ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]

Use of Emergency Restraint ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]

Physical Restraint involves direct physical contact ,[object Object],[object Object],[object Object],[object Object],[object Object]

Mechanical Restraint ,[object Object],[object Object],[object Object],[object Object],[object Object]

Use of Physical Force under the Corporal Punishment Statute ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]

[object Object],[object Object],[object Object],[object Object],[object Object],Emergency Intervention Plan (EIP) for Restraint

Duration ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]

Documentation and Reporting ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]

Best Practice ,[object Object]

PERSONAL SAFETY TECHNIQUES ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],Page 13

Personal Safety Techniques ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]

Nonviolent Crisis Intervention ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]

Team Interventions ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],Page 19

Team Leader Duties ,[object Object],[object Object],[object Object],[object Object],[object Object]

Auxiliary Team Members ,[object Object],[object Object],[object Object],[object Object]

STAGE 4 ,[object Object],[object Object],[object Object],[object Object]

Therapeutic Rapport ,[object Object],[object Object],[object Object],[object Object]

C.O.P.I.N.G. PROCESSING WITH STUDENT ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]

C.O.P.I.N.G. MODEL DEBRIEFING WITH STAFF ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]

Debriefing ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]

Reoccurring Behavior – Should a pattern of behavior ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]

Thanks for Being Here!! ,[object Object],[object Object],[object Object]

Steve Vitto diffusion, de esclation, & restraining at NSU

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Steve Vitto diffusion, de esclation, & restraining at NSU

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