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22-23 Restraint and Seclusion Data

581-021-0559 Reporting Requirements for the Use of Physical Restraint & Seclusion

(1) Each entity that has jurisdiction over a public education program must prepare an annual report …including.:

(a) The total number of incidents involving physical restraint; 36

(b) The total number of incidents involving seclusion; 4

(d) The total number of students placed in physical restraint; 18

(e) The total number of students placed in seclusion; 4

(f) The total number of incidents that resulted in injuries or death to students or personnel as a result of the use of physical restraint or seclusion; 2 (injury to staff)

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(g) The number of students who were placed in physical restraint or seclusion more than 10 times in the course of a school year and an explanation of what steps have been taken by the public education program to decrease the use of physical restraint and seclusion for each student; 0

GAPS has now fully implemented the Mandt System as our approved de-escalation and restraint training program. The Mandt System has not only been well received as a training opportunity across GAPS staff but proves to be a model that embraces and emphasizes proactive and preventative practices such as building healthy relationships, looking behind behaviors to determine student needs, understanding how students respond to stress and trauma, identification and removal of behavior triggers, and problem solving strategies. Staff are trained to use seclusion and restraint as the very last option to maintain the safety of all individuals. When restraint and seclusion are used, the Mandt team monitors reporting then consults with school teams to help explore other options for future prevention and intervention. The Mandt team will offers regular practice for our Mandt trained staff and is now training some teams on advanced techniques using shields and pads to further help reduce restraint. Last, our district has a district wide behavior team who work with schools to conduct functional behavior assessments and to create behavior and safety plans. The District Behavior Team also runs Professional Development for staff with an emphasis on trauma informed services. Overall, with these systems in place, our district’s goal is to reduce restraints and seclusions by 50% each year.

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(h) The number of incidents in which the personnel of the public education program administering physical restraint or seclusion were not trained; 0

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Data for students experiencing restraint/seclusion	Comparison data for district as a whole
Race:
White—17 (81%)	64.91%
Multi-Racial—0	7.9%
American Indian/Native Hawaiian—0	.9%
Black—3 (14%)	.79%
Asian—0	1.04%
Ethnicity:
Hispanic—1 (4%)	24.43%

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Data for students experiencing restraint/seclusion	Comparison data for district as a whole
Gender:
Male—17 (80%)	51.7%
Female—3 (15%)	48%
Non Binary—1 (5%)	0.29%
Disability Status:
IEPs—18 (86%)	13.3%
Economically Disadvantaged—15 (71%)	31.55%

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Healthy Relationships

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Maslow’s Hierarchy of Needs

One of the key concepts in The Mandt System is Maslow’s hierarchy of needs where we look behind the behavior to carve a deeper understanding of why a behavior is happening. If a student is going to be productive at school and engage in meaningful relationships, their needs must be met first.

Let’s review those needs:

-The most basic needs necessary for survival: food, clothing, shelter, medicine. How is your school team or GAPS meeting students' basic needs?

-People also need to feel safe and secure, not just physically but also emotionally and psychologically. Everyone wants to feel as though they have control over their environment and what happens to them. Establishing safety and security for students comes largely from consistency and predictability. The more consistent events are, the more one can predict what will happen to them and they feel in control of the things surrounding them. When a student doesn't feel safe, they are more likely to become stimulated and escalate to unsafe behaviors.

Explain ways you help your students feel safe? (consider size of body to student, use of facial expressions/body language, communication, slow and smooth movements, being consistent and predictable, follow through with promises . . .)

-Everyone needs healthy relationships. As humans, we are hardwired to have relationships with others who reflect our values back to us. We also feel more safety with a tribe of people surrounding us.

People need to feel safe in multiple ways: emotionally, physically, and psychologically. When students feel safe they are better equipped to engage in developing healthy relationships. You are all here today because you have students who have difficulty building healthy relationships.

-When people have basic needs met, feel safe and secure, and build healthy relationships, they have more energy and focus to achieve. If a student is struggling to achieve, that is a signal for us to check for unmet needs.

-Last, everyone wants to self-actualize BUT this is only achieved after the hierarchy of needs have been established. Self-actualization is being able to do things simply for the fun and joy of doing it. It is difficult to read, dance, or listen to music when preoccupied with finding a safe place to sleep, or feeling unsafe, or feeling lonely.

Take away point here is that when our students have their needs met, behavior will decrease and the development of healthy relationships will increase.

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The crisis cycle is a way of understanding how people respond to stress.

This cycle is presented in 3 parts: prevention, de-escalation, and intervention. Which part we should emphasize most of our effort on?

Benjamin Franklin said "an ounce of prevention is worth a pound of cure." If an incident can be prevented, this is the best option for all involved.

At the base of the crisis cycle is the Baseline Phase. In this phase, the person is likely feeling little to no stress as they have most needs met. The more that is known about a student's baseline behaviors, the more you can support. Also, when you engage and support baseline, you can prevent behaviors. The Baseline Phase is the most important phase of the crisis cycle.

Stimulus/Trigger Phase is when a stimulus (external or internal activity) evokes a behavior. A person can move through this phase quickly so it is important that you use RADAR to identify needs and the environment. Listening is the primary activity in this phase. Oftentimes the person is trying to center themselves in this phase through self-calming behaviors like rubbing arms, tapping fingers, twirling hair, humming, etc. If we don’t listen to a person’s response, we might miss an opportunity to remove the stimulus to prevent behavior from escalating.

If a person continues to have unmet needs, they may enter the Escalation Phase. This is when a person’s behavior increases (e.g. humming louder, pacing) to a noticeable level. In the Lower Escalation Phase, you want to Engage and offer options from baseline (3 is the magic number because it leaves the person with choices thus a sense of control – perceived safety). For those with limited communication too many options could be overwhelming. Remember escalation is an emotional process. People escalate because of how they feel about what is going on. In the Higher Escalation Phase, interrupt the behavior chain and prompt a replacement behavior that is incompatible with what the person may want to do (e.g. squeeze a ball instead of throwing it).

In the Crisis Phase, the person’s behavior has escalated beyond their own management . Often they are responding to stressors in ways that pose an immediate threat of harm to self and/or others. At this point, protect the person with the least amount of interaction necessary to maintain safety. Protection could look like rearranging the environment or clearing other students out of the classroom.

After the Crisis Phase, a student will enter the De-escalation Phase. In this phase the person needs time to regroup – take a structured break. Perhaps the person is provided with sensory tools and provided with choices in a place away from the stimulus point.

After De-escalation, you will notice the person stabilizing. In the Stabilization Phase, you want to listen actively and ensure the trigger or stimulus to the behavior is removed. Allow the person to talk about or move through their feelings and affirm them as necessary. Give them time to express themselves. After a person has experienced a rush of stress hormones, it takes them 90 minutes to cool down. Give them the time they need.

In the Post-Crisis Drain Phase, the person may drop below their normal level of stimulation (depends on how long they spent in crisis phase). You may see the person tired, withdrawn, or remorseful. At this phase the caregiver wants to listen to the person to observe and support behaviors in order to prevent another escalation. This is the phase when you learn the most about the person so listening is key.

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