- A crisis occurs when problem behavior has increased to such a high frequency or intensity that the student or other individuals in the environment may be seriously injured.
- The crisis prevention approach provides teachers and staff with clear guidelines and strategies for interrupting and managing dangerous behavior.
- The information gathered during a functional assessment identifies the events that predict and maintain problem behavior.
- Crisis prevention is only one component of a positive behavioral support plan.
- A crisis prevention approach should include strategies for intervening early in the escalating sequence of problem behaviors.
- The crisis prevention approach should also include strategies to implement during each stage of an escalating sequence of problem behaviors.
- Redirecting the student and prompting an appropriate response early in the behavioral sequence is much more effective.
- Coercive interaction patterns explain how escalating sequences of behavior between a student and teacher can lead to a full-blown crisis.
- The functional assessment will be an important source of information as you choose strategies that help to avoid coercive interactions.
- By ignoring low intensity problem behavior, you can avoid the coercive interaction pattern.
- Giving both verbal and nonverbal messages indicating that you care about the student can make a substantial difference during a crisis.
- Some interventions are more effective than others depending upon where the student is in the escalation cycle.
- Protection procedures that involve moving out of range when aggression occurs help to avoid more intrusive restraint procedures.
- Restraint strategies should be based on functional assessment information, guidelines mandated by your state, and policies and procedures within your agency.
- Restraint procedures should be implemented with the support of the student's parents, the interdisciplinary team as a whole, and in conjunction with the positive behavioral support plan.
- Prolonged use of protective equipment can result in reduced levels of social interaction and in some cases physical problems.
- Observe physiological and emotional cues when a student is engaging in peak levels of problem behavior.
- The way that you respond during a crisis can have a big impact on a student's behavior.
- Remember, the student may be in a state of physiological arousal making it difficult for her to listen or develop new skills.
- Depending upon the complexity of the case, there may be brief instructions or a more detailed account describing how to prevent a crisis.
- Planning ahead can help prepare for potential crises that may occur in unfamiliar settings and to generalize the strategies to new situations.
- The conditions for teaching new skills are not ideal during crises.
- An effective crisis prevention approach helps provide "windows of opportunity" for intervention implementation.