Behavioral crises are not over when physical management is discontinued. As discussed in our previous blog , there are several post-incident procedures that should be implemented to address the safety and well-being of everyone involved. Additionally, there are several considerations for reducing the use of physical management over time, including support and follow-up with the student, data collection and analysis, and ongoing training and support for staff. These practices should be part of a comprehensive training program for all staff members who may need to implement physical management techniques.
Post-Incident Considerations
Safety Monitoring & Emotional Support
When possible, wellness checks should be administered by a licensed medical professional, such as a school nurse. At a minimum, staff should assess the student for breathing, any signs of pain, discomfort, or injury and address as needed. Precautions should be considered when integrating the student back into classroom activities. Be aware of proximity to peers, materials the student can access, and the potential for re-escalation during this recovery period. Temporary changes to scheduled activities, seating arrangements, etc. may need to be implemented to ensure everyone’s safety. These precautions can be faded over time as the person continues to de-escalate to their baseline calm behaviors.
The student may also require emotional support and should receive appropriate counseling from a licensed professional as needed. Some students may experience trauma from the use of physical management and these procedures may be similar to traumatic experiences they have had in the past. (It is important that when this previous trauma is identified or known, staff attempt to eliminate the use of these procedures or minimally reduce the similarity in their use and the past trauma.) Consider peers who may have witnessed the crisis event and ensure appropriate supports for them as well, if required. Additionally, staff may benefit from emotional support or counseling and should be provided with access or guidance on how to access such supports.
By adhering to these best practices, educational institutions can ensure that when physical management is necessary, it is carried out in the safest and most professional manner possible. Remember, the ultimate goal is always to return to a supportive, positive educational environment to promote safety and learning.
Data Collection & Analysis
Data collection is an important part of post-incident procedures (and should even occur during the behavioral crisis when possible). Record all details of the incident as soon as possible after it occurs. Include details such as the activity and location during which the crisis occurred, antecedents that occurred prior to the behavior, topography (or form) of the behaviors, the duration of the incident, intervention methods used by staff, and the consequences following behavior. Gather accounts from all staff involved and any witnesses, and follow established protocols for notifying administrators, parents/guardians, and relevant authorities.
Data should be graphed frequently and analyzed to identify patterns of behavior. Data analysis can help staff identify when behavior is likely to occur, for example during what activities, time of day, in the presence of particular peers or staff, or specific locations. This analysis will allow staff to make modifications to the environment and interventions to improve prevention strategies. Remember, the goal is always to learn from each incident and strengthen preventive measures to reduce the need for physical management in the future.
Ongoing Training & Support
Effective management of challenging behaviors, particularly those that may require physical intervention, relies heavily on comprehensive and ongoing training and support for all staff members. This section outlines the key components of a robust training program and emphasizes the importance of continuous education.
Behavior Management Training
Initial Comprehensive Training: All staff who may be involved in managing challenging behaviors should receive thorough training in behavioral crisis prevention and management, such as the Safety-Care curriculum. Use of the interventions that are trained should be in compliance with relevant laws, regulations, district or school policies, and ethical considerations. Comprehensive training should include prevention and de-escalation strategies, physical management techniques, and considerations for students with disabilities, trauma histories, or mental health conditions. Procedures for post-incident recovery, debriefing, documentation, and data analysis should also be included.
Regular Refresher Courses: To maintain skills and stay updated on best practices, it is recommended that staff participate in annual recertification courses. This increases the safety of everyone involved in a crisis and reduces procedural drift from the procedures over time. Quarterly or monthly reviews can also be incorporated into professional development, with brief, focused sessions on specific aspects of classroom behavior management.
Specialized, Role-based Training: Consider specific training in the following areas for various staff roles.
- Administrators – courses in policy development, incident review, and staff support
- Crisis Team Members – identify staff to be part of a specialized crisis intervention team who can respond to behavioral incidents and lead other staff in training and implementation. These staff may receive intensive training in de-escalation and physical management techniques
- School Counselors – specific training on trauma-informed practices and post-incident counseling, including emotional support
Training Best Practices
Below are additional recommendations for conducting crisis prevention trainings with school staff.
Behavioral Skills Training: Behavioral Skills Training (BST) is an evidence-based approach for teaching staff to implement behavior change strategies (Parsons et al, 2013). It includes describing and modeling the skill, observing staff practice the skill, providing immediate feedback and practicing to mastery.
Role Play Exercises: Staff can participate in simulated behavioral crisis situations to practice de-escalation skills. Practice coordinated responses to complex behavioral incidents with all staff who are likely to be involved in interventions with challenging behaviors.
Cross-Disciplinary Education: Broaden understanding through diverse perspectives by providing staff with opportunities to receive training across multiple disciplines.
For example, joint training sessions with mental health professionals, behavior analysts, and special education experts can be provided to classroom staff. Invite experts in relevant fields (e.g., childhood trauma, autism spectrum disorders) to share insights and best practices. Coordinate with local law enforcement and emergency services for aligned approaches to crisis situations.
Trauma-Informed Practices: Integrate trauma awareness into all aspects of training. Educate all staff on the prevalence and impact of trauma on student behavior. Train staff in approaches that avoid re-traumatization during interventions.
Self-Care Strategies: Taking care of yourself goes a long way toward providing excellent care to the students you serve. Provide staff with tools to manage their own stress and secondary trauma. Encourage staff to seek assistance from their peers and provide assistance to other staff when necessary.
Cultural Competence: Ensure training addresses cultural considerations and diversity awareness. Include training on cultural differences in communication and behavior.
Help staff identify and mitigate personal biases that may affect their interactions with students. Train on strategies to create a culturally responsive classroom environment.
Continuous Professional Development: Foster a culture of ongoing learning by supporting staff participation in relevant educational conferences and staying current with the latest research in behavioral interventions. Conduct in-classroom observations to assess application of skills and provide additional support as needed.
Data-Driven Training Focus: Use incident data to inform training priorities. Regularly review incident reports to identify ways to improve interventions. Things to look for include common triggers that can be removed or reduced, patterns in the interventions used (and their effectiveness or not), and consequences following behaviors. Focus training on areas where data shows the greatest need for improvement, for example how immediately or effectively staff respond to a crisis, effective teamwork during the crisis, or specific interventions used. Assess the impact of training programs on incident frequency and severity and consider altering your training approach if necessary.
Evaluate Effectiveness of Training: Provide staff with pre- and post-assessments during training to evaluate the effectiveness of training. Gather staff input on the relevance and effectiveness of training programs. Track changes in the frequency and severity of behavioral incidents over time to determine if your training is effective in reducing challenging behaviors.
Conclusion
By prioritizing comprehensive training and ongoing education, schools can ensure that all staff members are well-equipped to handle challenging behaviors effectively and safely. This commitment to continuous learning not only enhances the skills of individual staff members but also contributes to a school-wide culture of proactive, positive behavior management.
Remember, the goal of all training and education efforts is to create a safe, supportive learning environment where the need for physical intervention is minimized, and where all students can thrive.
Interested in learning about Safety-Care’s comprehensive behavioral crisis prevention training? Learn more about how we support school staff in preventing and managing challenging behavior here.
References
Parsons, M.B., Rollyson, J.H., & Reid, D.H. (2013). Teaching practitioners to conduct behavioral skills training: A pyramidal approach for training multiple human service staff. Behavior Analysis in Practice, 6(2), 4-16.