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Alternative Learning Environment 2015 Learning Objectives To provide participants: Ideas for the prevention/decreased use of the ALE Correct procedures to follow when using the ALE Parking Lot Any questions - Jot down sticky notes

  1. Alternative Learning Environment 2015

  2. Learning Objectives ● To provide participants: ○ Ideas for the prevention/decreased use of the ALE ○ Correct procedures to follow when using the ALE

  3. Parking Lot Any questions - Jot down sticky notes on parking lot.

  4. Review from last year

  5. DATA ● From August-April 15: o 2,449 documented Critical Incident Reports o Average time in ALE: 31.6 minutes i. Loss of student instructional time, adult resources that were utilized (often 2 adults involved)

  6. Examples of When to Write a Critical Incident Report (CIR) ● ALE door is shut ● Restraint is used ● Leaving the property ● Police Call ● Damage to property ● Staff or student injury

  7. Critical Incident Report LINK

  8. Clarification Restraint and Seclusion

  9. District Policy: Use of Restraints and Seclusion Definitions: ● Physical Restraint: Using a physical hold to restrict a student’s freedom of movement in response to student behavior ● Seclusion: Involuntary confinement alone in a room or area from which the student is physically prevented from leaving in response to student behavior

  10. District Policy: Use of Restraints and Seclusion When Restraint is Not Appropriate When Restraint May Be ● Verbal threats Used ● Property damage ● Prevent an act ● As punishment resulting in injury when ● When a known medical/ there is substantial risk psychological condition ● Moving a student when contraindicates its use he/she is creating substantial disruption ● As part of the IEP/BIP

  11. District Policy: Use of Restraints and Seclusion When Seclusion May Be Used When Seclusion is Not Appropriate ● As punishment ● Risk of injury ● When a known medical/psychological ● Causing a substantial condition contraindicates its use disruption ● For long periods of time, it becomes ● Behavior so out of control, the child classroom student is unable to engage in educational activities ● IEP or BIP provides for its use ● Short periods of time to calm the student down

  12. District Policy: Use of Restraints and Seclusion Timeline: ● Physical Restraint: Physical restraint is to be used only as long as necessary to resolve the reason for which it was initiated. o Most restraints will last less than 1 minute and a maximum of 3 minutes prior to attempting a full release. Re-initiate, as necessary. Seclusion: Not for more than 20 minutes after the student ceases presenting the behavior

  13. District Policy: Use of Restraints and Seclusion Evaluation: ● When seclusion exceeds 30 minutes ● Repeated use of restraint/seclusion in a 3-hour period Evaluation should consider: ● Appropriateness of procedure in use ● Student needs ● Need for alternate strategies

  14. Clarification on Restraint and Seclusion ● Use the policy for definitions ● How do we get students to ALE when they are not safe

  15. Preventative Measures Preventing problem behavior and the use of ALE

  16. The Crisis Cycle Crisis Phase Staff Response – Least Amount of Interaction Necessary for Safety De-escalation Phase Set Limits (If Needed) Staff Response: Structured Cooling Off Escalation Phase Staff Response: Offer Options, Stimulus or Trigger Phase Stabilization Phase Staff Response – Removal of/from Stimulus Staff Response: Active Listening Baseline Phase Staff Response: Keep on Doing What You’re Doing Post Crisis Drain Phase Staff Response: Observation and Support * ☺

  17. Staff Responses-Crisis Cycle

  18. Being Prepared ● Quick access to materials, reinforcers, visuals ● Plan ahead for schedule changes o Make schedule predictable to students o Increase positive behavior supports ● Teach, practice and follow routines ● Planned discussion script (Sprick, Sprick, & Garrison 1993)

  19. Example: Planned Discussion Script Step 1: Identify the Step 2: Meet with the Step 3: Implement the Problem and Student to Discuss the Plan Establish a Focus Problem 1. Encourage student efforts 1. Identify the problem 1. Work with the student to 2. Meet periodically with define the problem 2. Establish a focus the student to discuss 2. Brainstorm actions that 3. Determine who progress and adjust the adults and students can should participate in action plan take to help solve the the discussion 3. Determine whether problem 4. Schedule the more structured 3. Set up an informal action discussion for a interventions are plan neutral time needed 4. Schedule a follow up 5. Make an appointment 4. Provide continued meeting with the student to follow- up support and 5. Conclude the meeting with discuss the problem encouragement words of encouragement

  20. Example: Teach, Practice and Follow Routines

  21. Using Positive Approaches ● Pair with students ● Show genuine enthusiasm and interest ● Make empathetic statements ● Praise publicly, criticize quietly ● Acknowledge ANY and ALL cooperation o Praise, reinforce, repeat

  22. Table Discussion: ● A student is expected to complete a math worksheet with 15 problems on it. When given the worksheet, the student drops to floor, whining that the math is too hard. ● What can you say or do to acknowledge any and all cooperation?

  23. Planning Ahead ● Let student name her own “cool down spot” ● Make adjustments to transition routines ● Teach and practice replacement behaviors/ calming strategies ● Practice procedures to move to ALE ● Active supervision ● All team members know student triggers

  24. Example: Cool Down Spot ● Provide a variety of calming activities ● Allow student to help name the place ● Try to have it within the classroom

  25. Identifying Triggers ● Complete an FBA to identify triggers ● Common triggers o Work load o Work difficulty o Peer or adult relationships/interactions o Specific subjects or school environments o Sensory needs o Being told “no”

  27. Realizing and Adjusting Adult Behaviors Adult behaviors that Escalate Adult Behaviors that De-Escalate Voice Voice ● Raising voice, yelling, sarcasm ● Calm, Firm, Confident, Respectful ● Preaching, pleading, ultimatums, need to ● Use as few words as possible have the last word, nagging ● Praise behavioral approximations ● Bringing up unrelated events, making ● Give choices when possible accusations Posture Posture ● Non-threatening: same eye level, angled position ● Using tense body language (not straight on), hands open and visible ● Attacking the student’s character ● Relax muscles (appear calm) ● Using unwarranted physical force ● Give student space ● Limit # of adults involved Emotion ● Holding a grudge Emotion ● Acting superior ● Stay calm (Ask for support when not calm) ● Need to be in charge ● Identify student’s wants and feelings

  28. Responding to Escalating Student Behavior ● Based on Triggers/Stressors o Stay calm, monitor adult behaviors, avoid power struggles, use visuals and few words o Remove the stressor or trigger o Offer options/choices o Communicate verbally & non-verbally, “You are not in trouble” o Distractions

  29. Additional Tools ● Have a grab & go ● First/Then o offer incentive, reward box in case of ● Check schedule evacuation ● Silent count ● Cartooning ● Teacher choice / ● Self-monitoring student choice visuals ● Stop sign ● Note cards ● Conflict resolution ● Quick break & retry

  30. Example: Additional Tools Conflict Self-Monitoring Cartooning Resolution Visual “Not a Choice” Visual

  31. Table Discussion ● When you notice a student starting to escalate, what strategies have you used to avoid a crisis situation? ● What strategy or strategies will be good to focus on this coming school year?

  32. Procedures

  33. Before using ALE…. Safety Plans

  34. Safety Plans Which Consider ALE ● It is important to know.... o the plan is written to show what we are doing preventatively for and with the student to avoid escalating to a point in which the ALE is needed ● We create the safety plan with the realization the ALE may be used, but it is not necessarily the end result. We want to avoid ALE when possible.

  35. Safety Plan Examples ● Involves a team, including the parent ● Current FBA and BIP are required ● Medical information is included

  36. Sharing with Families ● Take parents on a tour so they can see the ALE room and procedures. ● Clearly define what behaviors will result in ALE ● Practice going to ALE when the student is calm-use this as a teaching moment of the ALE procedures

  38. Movement to ALE ● Refer to student’s safety plan that has been practiced ● Use visuals if applicable ● Use non-verbal cues ● Get help from other staff who are MANDT trained ● Keep calm and quiet ● Continue to use strategies (i.e. wait time, etc) Just because the process of going to ALE has begun, does not mean you HAVE to end there.

  39. Procedures While in ALE ● Visuals ● Check on students often for safety

  40. Example: ALE Visual Procedures

  41. Example: Visual for Adult Response ALE Procedures

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