Challenging Behaviour and Discipline Assignment 2

Stephanie Norman, Samantha Oswald, Taylor Pacheco

Sheridan College

November 13, 2019

SAFETY PLAN

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Student: Amy d.o.b. N/A

Category Specific behaviours: Amy would crawl on the floor and start growling at staff
Risk of injury behaviour: when she didn’t get her way. She would drop to her knees from a standing position
and sob and cry while kicking and flailing her arms, which posed as a safety risk to
□ Physical Aggression students as well as herself. She would sometimes hit her arms, head or legs on
□ Self-Abuse chairs if they were nearby. If teachers would ask if she was okay, she would say
□ Putting self in danger things like “Go away”, or “I don’t like you”. This could take place at any point
□ Other throughout the day in the classroom and particularly during DPA (Daily Physical
Activity) and sometimes in the library, but never in the gym, hallway, or sensory
room. It would usually happen around large groups of students. This pattern would
happen when she was asked to do something and didn’t want to.

Indicators of imminent Non-Physical intervention methods to be used

risk of injury behaviour: in response to indicators:
- Let her get it out of her system and then follow up on the situation by
- Physically punched the asking her if she is okay or if she is ready to talk.
mat previously with a closed fist - Remove the other students from the area to ensure safety.
- Kicked her legs around
- Cries and sobs
- Drops to her knees from
a standing position
- Crawls on the floor and
growls at staff when she doesn’’t
get her way
- Says things like “Go
away” or “I don’t like you”

Safety Intervention
Using Physical Restraint

Intervention Team (Staff) Description of Physical Restraint techniques to be used:

BMS Trained □Yes (include any safety/protective equipment to be used)
□No
♦ Ms.O (Teacher) □ - The teachers could be equipped with shin guards in order to
□ protect themselves when Amy starts kicking.
♦ Ms. T (EA) □ - There could be mats close by, or have Amy stay close to a
□ carpet so that when Amy drops to the ground she can be more
♦ Ms. N (Teacher) □ supported in attempt to have her not hurt herself.
□ - Remove or have Amy stay further away from objects, such
as chairs, since Amy has been known to hit her arms, head or legs
on them.
- Provide Amy with a helmet if necessary, so that she can no
Team member responsible for monitoring longer hit her head on chairs.
student’s condition during restraint:

Ms. T (EA)

Physical Restraint will be discontinued when:

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Physical restraint will be discontinued when Amy calms down. If Amy does not calm down, or begins to put herself or
other students in harm's way, then 911 will be contacted immediately.

Additional Support (including calling 911) will be requested when:

(also specify nature of support, when requested and how it will be requested)

Additional support will be required if necessary, such as if Amy is putting herself or other students in harm’s way.

BMS SAMPLE SAFETY PLAN

(Continued)

Immediate Follow-up to Use of Restraint

Responsibility for Procedure to be followed in case of injury:

Assessment of Injury : If Amy gets injured, provide first aid to the area that is
Ms. T (EA) injured (for example provided ice to the bruised area). Also,
If needed contact Mr. R (principle) or Mrs, J (vice- contact parents, explain what happened and how the injury
principal) was treated.
If staff get injured, provide first aid. If needed help assists to
the doctors or a hospital. An accident form needs to be filled
out.

Reassurance & follow-up support for student:

(describe methods to be used)
● Use pics to communicate with Amy so that she understands what the teachers are communicating to Amy.
● Create a safe space for Amy to calm down for example on the carpet or on the cozy corner.
● Once Amy has clam down ask her if she is ready to talk. If ready take Amy for a walk. If not give her more time
to calm down.
● Walk at least two laps before returning Amy to the classroom or have five minutes in the sensory room.

Responsibility for Responsibility for

Communication with Administration: Ms. O Communication with Parents:
(teacher) Ms. T or Mr. R (principle)

Communication with agency, CAS, etc: Ms. O or Ms.

N

Ongoing Follow-up to Use of Restraint

Board Documentation to be completed: Board Response:

(describe circumstances for the following)
□ Violent Incident Form will be filled out if the student or
staff is injured or when the parents are called. □ Suspension No
The parent will come and pick Amy up for the rest of the

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□ Behaviour Log: Yes, should include how severe the day. If both parents are not available, take Amy to the
behaviour and how long. sensory room.

□ Report of Accident/Injury Form (if required): only be □ Denial of Access will be discussed and implemented by
filled out if there is an injury to staff or student the EA’s or teachers that works with Amy.

□ Other.

Debriefing & Review Procedures for Staff: Ongoing Staff Support Plan:
● Make sure if there is any injury, if not get first aid Have a meeting with parents and staff (EA’s, teachers
treatment and principal) at the end of each month to discuss
● At the end of the day ask the teacher and EA who progress and the montiting of the behaviour .
were involved to describe the situation
● review possible self regulation strategies
● review CPI training and possible changes
● review teaching strategies such as give Amy a job
or let her go first/ last depending on the EA
● Complete any documents if needed.

Development of the Safety Plan

Participant Name(s)

Family

□ Parents Mr. and Mrs. Jones

□ Student Amy
□ Advocate/Representative Miss Lauren
□ Community Agency/Professional

School Staff:
Ms. N and Ms O
□ Teacher

□ Educational Assistant Ms. T

□ Special Needs Assistant Mr. P

□ Child & Youth Worker

□ Guidance Teacher

□ School Administrator Mr. R

□ Other

Board Services

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□ Special Education Consultant Mrs. C
□ PDD/ASD Team

□ Psychologist Mr. D
□ Social Worker

□ Speech Language Pathologist

□ Occupational/Physio Therapist
Mr. K, Miss. Y and Mr Q
□ Safe Schools

□ Health & Safety Mrs. I and Miss X

□ Other

Principal’s Signature & Date Parent’s Signature & Date