Utah's Least Restrictive Behavioral Interventions Guidelines

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Name of Strategy F-8. Mechanical Restraint Mechanical restraints, other than those prescribed by a physician or therapist or used as safety procedures for transportation, used only when necessary to keep a student from injuring him/herself or others. Entails the use of any device (straps, tie downs) to limit an individual’s body movement. F-9. Over-Correction, Full Cleanliness Training Performing an appropriate behavior intensely or repeatedly after the occurrence of in inappropriate behavior. Excessive cleaning as a result of wetting or soiling used commonly in toilet training or cases of feces smearing. Description for Implementation o o o o o o o Particular attention must be given to teaching appropriate alternative behaviors and to fading the use of the mechanical restraint. Restraints must be regularly checked to ensure adequate circulation, and the student must have frequent opportunities (every hour) for exiting the restraints to see whether the self-injurious behavior continues. Make certain that all staff who implements aversive interventions are thoroughly trained in the proper procedures. Staff should refer to specific LEA policy and procedures relating to the usage of mechanical restraint. Requires the student to excessively clean the result of wetting or soiling her/himself. Make certain that all staff who implements aversive interventions are thoroughly trained in the proper procedures. Staff should refer to specific LEA policy and procedures relating to the usage of over-correction full cleanliness training. Special Considerations The difference between an inhibiting device and a mechanical restraint is that an inhibiting device may be freely removed by the student at any time (a mechanical device cannot). Such devices may not be used in lieu of programming to eliminate the self-injurious behavior. Restraints used for selfinjurious behavior that is escape-motivated can become reinforcing. This is a procedure that requires specialized training before implementation. Mechanical restraints could result in serious physical injuries to the student. Mechanical restraints may cause irritation. For all over-correction procedures, forceful physical guidance is not permitted. Cleanup activity must be long enough to be uncomfortable but not harmful. Data Sources Follow appropriate documentation procedures from specific LEA policy. These procedures may include a data collection system. For example, each time the intervention is used, the responsible staff member might record the following: o Date o Student name o Problem behavior o The student’s reaction o Length of time intervention was used o Initials of staff member Follow appropriate documentation procedures from specific LEA policy. These procedures may include a data collection system. For example, each time the intervention is used, the responsible staff member might record the following: o Date o Student name o Problem behavior o Antecedents o The student’s reaction o Length of time intervention was used o Initials of staff member References • Foxx, R. M. (1982). Decreasing behaviors of severely retarded and autistic persons. Champaign, IL: Research Press. 79
Name of Strategy F-10. Satiation Administering a large amount (i.e., frequency or number) of a reinforcer so that it loses its effectiveness. Description for Implementation o o Make certain that all staff who implements aversive interventions are thoroughly trained in the proper procedures. Staff should refer to specific LEA policy and procedures relating to the usage of satiation. Special Considerations If satiation is used with food, it must not be used to the extent that the student becomes physically ill. Satiation is often confused with negative practice over-correction. Negative practice overcorrection involves requiring the student to repeat the inappropriate behavior over and over again for an extended period of time. This is not a true satiation procedure. Students may become sick or nauseated with some edible substances. Data Sources Follow appropriate documentation procedures from specific LEA policy. These procedures may include a data collection system. For example, each time the intervention is used, the responsible staff member might record the following: o Date o Student name o Problem behavior o Antecedents o The student’s reaction o Length of time intervention was used o Initials of staff member Follow appropriate documentation procedures from specific LEA policy. References F-11. Startle Use of a sudden and loud verbal statement or physical action to gain student’s attention. o o Make certain that all staff who implements aversive interventions are thoroughly trained in the proper procedures. Staff should refer to specific LEA policy and procedure relating to the usage of startle. This procedure may be viewed as abusive by an uninformed observer. Use judiciously, as these techniques interrupt instruction for the entire class. These procedures may include a data collection system. For example, each time the intervention is used, the responsible staff member might record the following: o Date o Student name o Problem behavior o Antecedents o The student’s reaction o Initials of staff member 80
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LEAST RESTRICTIVE BEHAVIORAL RESTRI
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Table of Contents Table of Contents
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I. Introduction I.A. Purpose of the
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II. Effective Classroom Management
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likelihood that they will continue
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I.B. Checklist for Classroom Manage
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The RtI Model is a three-tiered sys
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IV. Data Collection IV.A. Data-Base
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Baseline Data Baseline data are col
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IV.C. Classroom Data Behavior Data
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V. Functional Behavior Assessment (
Page 23 and 24:
Behavior Intervention Plan (BIP) Us
Page 25 and 26:
VI.C Emergency Contact Form If an e
Page 27 and 28:
VII. Responsibilities VII.A. Respon
Page 29 and 30: Selecting Interventions Classroom p
Page 31 and 32: VIII. Intervention Procedures: Over
Page 33 and 34: IX.A. Universal Interventions for P
Page 35 and 36: Name of Strategy Description for Im
Page 37 and 38: Name of Strategy A-6. Differential
Page 39 and 40: Name of Strategy A-6(b). Differenti
Page 41 and 42: Name of Strategy A-6(f). Differenti
Page 43 and 44: Name of Strategy A-10. Group Reinfo
Page 45 and 46: Name of Strategy A-14. Instructiona
Page 47 and 48: Name of Strategy A-17. Parent Train
Page 49 and 50: Name of Strategy A-19(a) Continuous
Page 51 and 52: Name of Strategy A-20. Prompting/ C
Page 53 and 54: Name of Strategy A-24. Staff Traini
Page 55 and 56: IX.B. Targeted Interventions for At
Page 57 and 58: Name of Strategy S-1. Administrativ
Page 59 and 60: Name of Strategy S-4. Detention Bef
Page 61 and 62: Name of Strategy S-9. In-School Sus
Page 63 and 64: Name of Strategy S-12. Planned Igno
Page 65 and 66: Name of Strategy S-15. Response Cos
Page 67 and 68: Name of Strategy S-19. Time Out, In
Page 69 and 70: Name of Strategy o Description for
Page 71 and 72: IX.C. Intensive, Individual Interve
Page 73 and 74: Name of Strategy F-1. Contingent In
Page 75 and 76: Name of Strategy F-1(b). Aromatics
Page 77 and 78: Name of Strategy F-3. Extinction No
Page 79: Name of Strategy F-7. Mechanical Ha
Page 83 and 84: Name of Strategy F-13. Visual Scree
Page 85 and 86: with at least one of the student’
Page 87 and 88: 4. If the LEA, the parent, and rele
Page 89 and 90: XI. Appendix XI.A. ABC Model ABC/UB
Page 91 and 92: The third condition is knowledge of
Page 93 and 94: Components of a Successful Classroo
Page 95 and 96: Implementation Leadership Team Self
Page 97 and 98: Designing Functional Interventions
Page 99 and 100: ll. Functional Behavioral Assessmen
Page 101 and 102: 6 FUNCTION OF PROBLEM BEHAVIOR FUNC
Page 103 and 104: Functional Behavioral Assessment Te
Page 105 and 106: Student: __________________________
Page 107 and 108: Student:___________________________
Page 109 and 110: Student: __________________________
Page 111 and 112: BEHAVIORAL GRAPHING Student Name: _
Page 113 and 114: OFFICE DISCIPLINE CHECKLIST Conside
Page 115 and 116: DETAILED PROCEDURE FOR DEALING WITH
Page 117 and 118: XII. Frequently Asked Questions (FA
Page 119 and 120: Questions If the offense involved s
Page 121 and 122: Diagnostic assessment Assessment co
Page 123 and 124: Positive behavioral support The app
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Utah's Least Restrictive Behavioral Interventions Guidelines

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