District School Board of Niagara ADMINISTRATIVE PROCEDURE

SECTION: STUDENT SAFETY A.P. NO.: 33--1111

TOPIC: UUSSEE OOFF PPHHYYSSIICCAALL IINNTTEERRVVEENNTTIIOONN WWIITTHH SSTTUUDDEENNTTSS PAGE: 1 of 4

DATE: May 2010

REVIEW

May 2015 REVISED:

The District School Board of Niagara believes that the primary aim of discipline is for all students to acquire the positive skills and attitudes associated with responsible conduct. This Administrative Procedure, which focuses on the use of physical intervention techniques with students, has been developed to provide direction to staff regarding: · the appropriate manner for working with students; · expectations for record keeping; · nature and frequency of communication with supervisors and parent(s)/guardian(s). Employees, as they fulfil the responsibilities of their role, are covered by the Board's liability insurance and by the legislation and regulations governing Worker's Compensation. Staff (including Administrators) are encouraged to obtain training in non-violent intervention techniques as part of their professional and personal growth. 1. USE OF STANDARD PHYSICAL INTERVENTION

The Board recognizes that effective instructional, classroom management and supervision techniques occasionally require physical contact between staff and students. This includes contact which occurs as an integral part of the learning process. It also includes contact which is used by staff to facilitate a student's performance of a desired behaviour. Such contact is considered appropriate provided that it reflects the constructive nature of effective teaching and classroom management techniques. Examples include, but are not limited to, contact which occurs when:

· a student is being praised or rewarded; · a staff member is attempting to establish or improve rapport during work sessions, play periods or counselling; · role-playing is being employed for the teaching of social skills or problem resolution; · a student requires assistance for the learning of a specific skill (e.g. printing, using school equipment, learning

physical education skills, etc.); · maintenance exercises are undertaken for physiotherapy and occupational therapy; · non-verbal cues (such as taps to the hand, shoulder, etc.) are employed as a means of assisting a student to

recognize misbehaviour, and improve self-control; · a student requires encouragement from staff to move from one location to another; · a student requires assistance in following directions from staff to release an object in his/her possession (in the

absence of significant student resistance). 2. USE OF INTENSIVE PHYSICAL CONTACT/PHYSICAL RESTRAINT

The Board recognizes that some students display a level of inappropriate behaviour which is not always controllable or alterable by the use of standard instructional, classroom management and supervision techniques. Therefore, the use of intensive physical intervention techniques may be required in order to achieve a productive resolution of the behavioural difficulties. These techniques include:

· the use of physical contact to a greater extent than would normally be employed; · the use of physical restraint where concerns for the safety of students and staff justify the use of this procedure.

As with standard instructional, classroom management and supervision techniques, the use of such techniques should reflect the philosophy that the primary aim at this level of intervention, is for all students to acquire the positive skills and attitudes associated with responsible conduct.

District School Board of Niagara ADMINISTRATIVE PROCEDURE

SECTION: STUDENT SAFETY A.P. NO.: 33--1111

TOPIC: UUSSEE OOFF PPHHYYSSIICCAALL IINNTTEERRVVEENNTTIIOONN WWIITTHH SSTTUUDDEENNTTSS PAGE: 2 of 4

DATE: May 2010

REVIEW

May 2015 REVISED:

(a) INTENSIVE PHYSICAL CONTACT Definition

Intensive physical contact includes contact which may occur when: · a staff member is required to intercede in a dispute between students; · a student requires assistance in following directions from staff to move from one location to another (with

significant student resistance); · a student requires assistance in following directions from staff to release an object in his/her possession (with

significant student resistance); · a staff member uses a self-protection release or block as a means of avoiding personal injury caused by

aggressive student behaviour; · a student is being moved or is required to release an object (it may be necessary to enlist the aid of another

staff member so that the desired goal may be achieved without hurting the student). Application Contact must be used only in a visibly constructive manner. · Staff should maintain personal self-control and composure throughout the application. · Intensive physical contact must be employed with caution and only when it is safe to do so. · Intensive physical contact must not be employed punitively or its use threatened in such a way that it would

likely be perceived as a punishment. · The deliberate overuse of force such that a student is shaken violently, pulled in a strong jerking manner,

struck punitively, etc., is forbidden. · Other students should not be enlisted by staff for assistance in the use of intensive physical contact. (b) PHYSICAL RESTRAINT Definition

The Board expects staff to use early intervention strategies (see Appendix C: Physical Intervention Guidelines) whenever possible so as to prevent a situation from escalating to the point where physical restraint would be required. Early intervention includes the recognition of a student's early symptoms of anxiety. During this phase, a supportive and empathetic approach by staff may defuse or de-escalate the potential crisis. Students who escalate beyond the anxiety level may display defensive behaviour and a loss of rational control. During this phase, staff should maintain a controlled and professional manner while setting behavioural limits which are clear, concise and enforceable. Approaches such as these may reduce the likelihood that a student will escalate to the level of aggressive and assaultive behaviour which may require physical restraint.

Therefore, physical restraint is a preventative procedure(s) used when there is a realistic concern that a student may suffer personal injury, injure others or cause significant property damage. Due to the intrusive nature of physical restraint, the Board expects staff to limit the use of this procedure to those situations which are not resolvable by other classroom management techniques.

District School Board of Niagara ADMINISTRATIVE PROCEDURE

SECTION: STUDENT SAFETY A.P. NO.: 33--1111

TOPIC: UUSSEE OOFF PPHHYYSSIICCAALL IINNTTEERRVVEENNTTIIOONN WWIITTHH SSTTUUDDEENNTTSS PAGE: 3 of 4

DATE: May 2010

REVIEW

May 2015 REVISED:

The Board supports the use of devices which are intended to ensure the physical safety of students from accidental or self-directed injury. Examples of such devices include straps or belts to prevent students from falling out of chairs or wheelchairs, standing frames, protective equipment for students with seizures, seatbelts, and equipment designed to prevent self-injury.

The Board does not support the use of mechanical restraint devices for disciplinary action. Examples include, but are not limited to, straps or belts used to forcibly confine or restrict a student. Neither does the Board support the isolation of a student in a locked room except in circumstances that threaten the safety of the student and/or others. Under such circumstances, the student must be observed and supervised by staff until support sufficient to resolve the situation is available. A Physical Restraint Incident Report must be completed (see Appendix A).

Application · Staff should maintain personal self-control and composure throughout the application. · Physical restraint must be employed with caution and only when it is safe to do so. · Physical restraint must not be employed punitively or its use threatened in such a way that it would likely be

perceived as a punishment. · When applying restraint, staff must use only the minimum amount of force required for the protection of people and

property. · Other students should not be enlisted by staff for assistance in the use of intensive physical contact. · Throughout any restraint, staff should reassure the student that restraint is being used for reasons of safety until the

student regains self-control. Under circumstances where such communication could intensify the student's emotional outburst, the staff may choose to reassure the student after self-control has been recovered.

· Restraint may be employed to confine a student within the classroom or school under circumstances where the student has demonstrated a desire or willingness to leave a supervised area without permission such that his/her personal safety could be jeopardized. This procedure would also apply during school trips and excursions.

· Appropriate follow-up actions should occur subsequent to the use of physical restraint in an effort to resolve the issue and avoid the need to utilize physical restraint in the future. This follow-up may include counselling, the discussion of alternative courses of action, role-playing where appropriate, and an attempt at resolution through mutual goal-setting. Staff debriefing is an essential component of the follow up plan.

(c) RECORDING/REPORTING PROCEDURES

When physical restraint has been employed, the following procedures are to be followed:

· A Physical Restraint Incident Report (see Appendix A) must be completed by the staff member who made the decision that use of restraint was required and submitted to the Principal of the school within one school day of the incident.

· It is the Principal's responsibility to review the circumstances of the incident before he/she signs the report. · A copy of this form shall be made available to the parent(s)/guardian(s) upon request. · The parent(s)/guardian(s) of the student must be notified that the restraint has been employed. The Board

encourages personal contact with parent(s)/guardian(s) whenever possible. However, notification may be by telephone. It is not recommended that students be asked to carry this information home either in the form of a letter or as a note written in a "Communication Book".

· Principals should retain, in an office file, school copies of completed Physical Restraint Incident Reports and/or logs for two school years following the year in which the information was recorded. All copies should then be destroyed in a manner that ensures confidentiality.

· Copies of these reports may be requested by the Administrator of Special Education Services (or designate). · Principals should review the on-going relevance of documentation regarding the use of physical intervention in

accordance with O.S.R. Guidelines.

District School Board of Niagara ADMINISTRATIVE PROCEDURE

SECTION: STUDENT SAFETY A.P. NO.: 33--1111

TOPIC: UUSSEE OOFF PPHHYYSSIICCAALL IINNTTEERRVVEENNTTIIOONN WWIITTHH SSTTUUDDEENNTTSS PAGE: 4 of 4

DATE: May 2010

REVIEW

May 2009 REVISED:

Alternative Reporting Procedures

It is recognized that a few students experience such significant difficulties that physical restraint must be used on a frequent basis.

· This procedure should only be implemented for students who demonstrate specific repetitive behaviours that predictably escalate to aggressive and injurious levels.

· The parent(s)/guardian(s) of the student must be fully informed about the use of alternative reporting procedures. An Alternative Reporting Procedures for the Use of Physical Restraint parental acknowledgement form is attached (see Appendix B).

· Staff continue to complete a full Physical Restraint Incident Report however staff are not required to notify the student’s parent(s)/guardian(s) after each episode. In the case of a new or unusually severe behaviour parent(s)/guardian(s) will be notified by the principal.

3. STAFF DEVELOPMENT

Staff (including Administrators) are encouraged to obtain training in non-violent intervention techniques as part of their professional and personal growth.

Attachments Appendix A: Physical Restraint Incident Report Appendix D: Alternative Reporting Procedures for the Use of Physical Restraint Appendix C: Physical Intervention Guidelines References Policy: Use of Physical Intervention with Students Administrative Procedure: Completion and Submission of Violent/Major Incident Forms

APPENDIX A (AP 3-11)

PPHHYYSSIICCAALL RREESSTTRRAAIINNTT IINNCCIIDDEENNTT RREEPPOORRTT

SSTTUUDDEENNTT IINNFFOORRMMAATTIIOONN

Name:_______________________________________________ Sex: ____________ Age:__________ School: _____________________________________________ Grade/Class:

DDEESSCCRRIIPPTTIIOONN OOFF IINNCCIIDDEENNTT

Date: _______________________ Time:_____________________ Location: Staff Member(s) Involved: Antecedent Behaviour that precipitated the use of physical restraint:

Restraint Procedures Employed: One person restraint

Two person restraint

Duration:__________

Strategy (s) used to resolve the use of physical restraint: _________________________________________________

Description of Any Injuries or Damage (if "None", please indicate):

Strategies for Follow-up Plan:

Report Completed by:_______________________________________ Date:__________________________

NNOOTTIIFFIICCAATTIIOONN Alternative Reporting Procedure is in place.

{Parent(s)/Guardian(s)

Notified} {Notified By} {Telephone, Meeting, Other} {Date}

Signature of Principal: ______________________________________ Date: __________________________ c.c. School Office File

APPENDIX B (AP 3-11)

AALLTTEERRNNAATTIIVVEE RREEPPOORRTTIINNGG PPRROOCCEEDDUURREESS FFOORR TTHHEE UUSSEE OOFF PPHHYYSSIICCAALL RREESSTTRRAAIINNTT

Student: School:

Dear Parent(s)/Guardian(s):

Occasionally, school staff must restrain a student whose aggressive behaviour is dangerous and could result in injury. Standard Board procedures require staff to file a Physical Restraint Incident Report and notify parent(s)/guardian(s) whenever physical restraint has been used.

In special circumstances alternative reporting procedures may be more appropriate. Physical Restraint Incident Reports will still be completed however you may not be notified after each episode. Notification procedures will still be used for new or unusually severe behaviours.

Given your child's needs, the staff anticipates that restraint may be required in order to protect his/her safety and the safety of others. Therefore, please be aware that we will be using these alternative reporting procedures. It is our intention to maintain regular communication with you and we ask that you do likewise.

Your signature below acknowledges that you have received this information.

Signature of Principal: Date:

Signature of Parent/Guardian: Date:

c.c. Ontario Student Record (O.S.R.)

PPHHYYSSIICCAALL IINNTTEERRVVEENNTTIIOONN GGUUIIDDEELLIINNEESS

Recognizing early warning signs and intervening appropriately can often diffuse a situation before it becomes serious. When intervening in a situation, it is important to assess the level of risk and then choose an appropriate response.

LLEEVVEELL 11 Definition Situations at this level would involve behaviours which are preventing a student from participating appropriately in the classroom and/or disturbing the learning environment in a way that is distracting to others. Response - Classroom Management Strategies The following list of examples and suggestions is consistent with the goal of establishing a positive learning environment in the classroom: ∘ Set and state reasonable expectations and rules ∘ Give mild and private reprimands ∘ Use an empathetic, non-judgmental approach ∘ Give the student appropriate choices ∘ Be firm, fair and consistent ∘ Discuss and display classroom rules ∘ Utilize modelling and role-playing ∘ Praise appropriate behaviour ∘ Use cueing and signalling

∘ Post schedules ∘ Use redirection ∘ Use proximity control techniques ∘ Implement point systems (token economy) ∘ Encourage conferencing ∘ Create structured/unstructured scheduling ∘ Incorporate movement breaks ∘ Teach student to monitor own behaviour ∘ Implement "I need a break" cards

LLEEVVEELL 22 Definition Situations at this level would be characterized by a student using profanity and/or becoming belligerent, and/or challenging authority, and/or non-compliant (possibly irrational) behaviour, often escalating from a minor to a more serious occurrence. Response - Behaviour Management Techniques It is often difficult to deal with noncompliance. Setting reasonable and enforceable limits allows staff to consistently apply appropriate consequences. Staff should not feel pressured to insist that a student comply or make appropriate choices immediately. Many situations can be resolved and/or de-escalated by following the advice and using the suggested strategies listed below: ∘ Do not take the behaviour personally ∘ Remain calm and professional ∘ Set limits that are clear, simple, reasonable and

enforceable ∘ Establish boundaries ∘ Use "If . . . then . . ." statements ∘ Always state the positive choices first, then the

negative consequences ∘ Use "You need to . . ." statements ∘ Redirect to the original issue ∘ Stay on topic ∘ Avoid power struggles

∘ Defer to another place/time ∘ Remove the audience ∘ Listen for the real message ∘ Indicate alternate behaviour ∘ Allow venting ∘ Inform student that all verbal threats may be reported ∘ Call for assistance through the use of verbal or

nonverbal codes ∘ Avoid drawing a crowd ∘ Acknowledge difference of opinion ∘ Use restatement to clarify ∘ Pause to slow the pace of the situation

LLEEVVEELL 33

APPENDIX C (AP 3-11) Page 1 of 2

Definition Situations at this level would occur when the student's behaviour endangers the safety of him/herself or others, and/or may cause significant property damage. Response - Physical Restraint The following methods for one-person and two-person restraint are preferred. However, it is recognized that modifications of these restraints may be necessary, depending upon the nature and severity of the situation. Such modifications would be appropriate, provided they continue to reflect the overall concerns regarding safety and non-punitive control.

· One-Person Restraint

This method should only be used when the acting out student is physically smaller than the staff member using the restraint.

∘ Staff gains control of the student’s arm and moves behind student. ∘ Staff crosses student's arms at upper chest level. To "lock" the arms, secure one arm under the other. ∘ Staff steps back with one foot and safely rests the student on staff's hip. ∘ Staff should use calming verbal techniques to reassure the student that he/she will be released from the hold

when he/she is calm and in control of their own behaviour.

· Two-Person Restraint

This technique requires two staff members. ∘ Staff members face the same direction. ∘ Staff place their inside legs in front of the student. ∘ Staff members' outside hands hold the student's wrists with the student's hands rotated to a palms-up position. ∘ Staff members' inside hands are positioned on the student's shoulders. ∘ One staff member communicates with the student in a calm manner to reassure the student that he/she will be

released from the hold when he/she is calm and in control of their own behaviour.

Situations at this level occur when the student demonstrates regaining of self control and/or they are no longer a danger to themselves or others. Response – Follow up planning The goal of intervention at this level is to reestablish communication, build rapport, and plan for future success. Strategies should focus on ways to :

A. Reinforce proactive interventions B. Facilitate a positive re-entry C. Create a follow up plan that uses this teachable moment to positively impact on student behavior. � engage student in a preferred activity � access a sensory room, if available � investigate resources available for staff or student � develop a 5 Point Scale for student � use “timelining” strategy to debrief � negotiate realistic consequences to behavior � build rapport by finding a common interest

� allow student time to fully regain emotional control � develop a re-entry plan that involves staff � discuss the basic facts to gain the student’s

perspective � discuss replacement behaviours � plan for success in small achievable steps � develop proactive strategies to avert the behaviour

LEVEL 4