[student name]’s or Member #1, Marquette and other’s safety that Staff Member #2 O’Keefe). you are unlikely to and back-up staff Describe situation. be able to stop. member physically Provide student escort [student name. name] to seclusion xx year old white room (door remains female. open if possible, close door if your Capable of extreme physical safety is physical aggression. threatened). If Explain we would unable to transport like police present safely, physical IMMEDIATELY for restraint may be safety. used to prevent [student name] from injuring herself or others. Follow-up post crisis and recovery stage Description of Student’s Interactions with Actions for Staff to Other Actions for Staff Behavior indicating Student Avoid to Consider student is in recovery Describe the student’s Describe the Describe the actions Describe any actions behaviors that indicate interactions staff that, if taken by staff that do not include he or she is in the members should have members, are likely to direct interactions with recovery stage. with the student. escalate the student the student, but may be further and, therefore, necessary to keep the should be avoided. student and others safe. [student name] Coach [student Punitive language. Staff Member #2 calls follows staff name] through the Forcing her to [parent name] to directives. seclusion room exit up mess she made. inform her of police [student name] protocol. References to call. resumes making eye Low key verbal [student name]’s Member #2 contact. praise. behavior or making contacts CCF worker [student name]’s Offer [student up what she missed to inform her of voice is quieter, name] an during the crisis. outcome. calmer. opportunity to talk All staff members [student name] about the problem provide written reengages in and problem-solve. descriptions of classroom activities. incident as necessary.
[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.
Behavior%20Support%20Plan%20Guide.docx