Responding to

Behaviors

A crisis plan is an action plan

that is needed for times when
a student may be at risk of
harm to self or others.
“Emergency” means a situation where immediate
intervention is needed to protect the child or other individual
from physical injury.
Minn. Stat. § 125A.0941(b)

Emergency does not mean circumstances such as:

• a child who does not respond to a task or request and instead places his or
her head on a desk or hides under a desk or table;
• a child who does not respond to a staff person’s request unless failing to
respond would result in physical injury to the child or other individual; or
• an emergency incident has already occurred and no threat of physical injury
currently exists.

“Restrictive procedures” means the use of

physical holding or seclusion in an
emergency.
**Restrictive procedures must not be used to
punish or otherwise discipline a child.
Minn. Stat. § 125A.0941(f)
“Physical holding” means physical intervention intended to
hold a child immobile or limit a child’s movement, where
body contact is the only source of physical restraint, and
where immobilization is used to effectively gain control of a
child in order to protect a child or other individual from
physical injury.

Minn. Stat. § 125A.0941(c)

Physical holding does not mean physical contact that:

• helps a child respond or complete a task;
• assists a child without restricting the child’s movement;
• is needed to administer an authorized health-related
service or procedure; or
• is needed to physically escort a child when the child does
not resist or the child’s resistance is minimal.
Minn. Stat. § 125A.0941(c)
"Seclusion" means confining a child alone in a room from
which egress is barred.
• Egress may be barred by an adult locking or closing the
door in the room or preventing the child from leaving the
room.
• Removing a child from an activity to a location where the
child cannot participate in or observe the activity is not
seclusion.
Minn. Stat. § 125A.0941(g)

The use of physical holding or seclusion may be used only in

an emergency and must meet the following requirements:
1. It is the least intrusive intervention that effectively responds to the
emergency;
2. It is not used to discipline a noncompliant child;
3. It ends when the threat of harm ends and the staff member(s) determine
the child can safely return to the classroom or activity;
4. Staff directly observes the child; and
5. The staff person who implements or oversees the physical holding or
seclusion documents specific information, as soon as possible after the
incident concludes.
Minn. Stat. § 125A.0942, subd. 3(a)(1)-(5)
Each time physical holding or seclusion is used, the staff person who
implements or oversees the physical holding or seclusion documents:

1. a description of the incident that led to the physical holding or seclusion;

2. why a less restrictive measure failed or was determined by staff to be
inappropriate or impractical;
3. the time the physical holding or seclusion began and the time the child was
released; and
4. a brief record of the child’s behavioral and physical status.
Minn. Stat. § 125A.0942, subd. 3(a)(5)(i-iv)

Washington Learning Center

Crisis Intervention Plan

Crisis Response Steps

Eagle Squad
 Behavior Support

CHANGING YOUR RESPONSE

● Disruptive behavior can trigger adults to act in

predictable ways. Who is predicting this??

● Many times, predictable responses from adults

unintentionally reinforce the behavior of the child.
ARGUMENTS AND POWER STRUGGLES
● Student is much more interested in the argument than the outcome.

● Care less about the consequences of their behavior during the argument or the
outcome than the argument itself.

● Argument becomes their central focus.

● “They will lose the war if they can win the battle.”

● “They will cut their nose off to save their face.”

● They perceive a “win” if they control your mood.

● WHY is the argument more important than the outcome??

STRUCTURE
● Clear idea of what is expected
○ For example, rules and group agreements
● What will happen and when
○ For example, schedules and routines
● How things will happen
○ Specific procedures
● Limit idle time
○ Even free time may need to be structured
CONSISTENCY
“Consistency is a support we provide to help students feel comfortable,
understand rules and predict their environment.”

○ This does NOT mean being rigid or inflexible.

○ This does not just apply to rule enforcement.

If you make a promise or have a contract…follow through!

USE POSITIVE LANGUAGE

Negative Language: Positive Language:

- You can’t have recess until 11:00 AM. - We have recess at 11:00 AM.

- Please don’t leave a mess at your desk. - Please clean up around your desk.

- I’m not going to listen to any disrespect - I will be happy top listen to you when you
from you. are speaking respectfully.

- Stop yelling in the hallway. - ???

PROACTIVE MANAGEMENT STRATEGIES

● Praise-Sincere, specific, 8:1

● Proximity-Position yourself close to trouble spots
● Environment-Seat students in areas you know will produce the
least amount of conflict or distraction
● Prepare-Give warnings for transitions
● Smile-Your mood affects the mood and demeanor of the room

MORE BEHAVIOR STRATEGIES

Selective ignoring: Use this when behavior is likely to end (not repeat) and is relatively minor

Proximity: Position yourself close to a student or group of students prone to acting out

Cross talk: Talk between staff members (who know what is happening) that is INTENDED for
the student to “overhear” in an effort to convey information or remind

Praise: Praise others you see behavior appropriately. “I see….”

Shaping: Praising behavior you like even when (overall) a student’s behavior does not meet
expectations

Non-verbal prompt: Pre-teach the gesture/less able to argue with a non-verbal

Take a break: Should be pre-taught and only used when less restrictive measures have failed
and student is disrupting
INCREASING COMPLIANCE
Format: Try using, “I need you to…” instead of “Will you please…?”

Distance: Stand within a desk’s distance when you ask someone to do something.

Eye contact: Look the learner in the eye.

Two requests: Limit your request to one repetition.

Time: Give the learner time to respond. During wait time, don’t speak to the student.

Non-emotional requests: Learners will be more compliant if you do not let your negative
emotions show.

Reinforce compliance: Never ignore the positive compliance that is a result of your request.

MAINTAIN POSITIVE RELATIONSHIPS

You can have all the techniques, sayings, consequences and tricks in the world.

The reality is that there is NO techniques that substitute for a good relationship.

You don’t have to be their favorite or their friend.

Earning respect is done by acting consistently, fairly and respectfully.

Talk to students about things other than school.

You are building relationship even when handling misbehavior.

Show that you care :)

Questions?