Review Series Part 1: Introduction & The Sequence of Intervention

1. Review Series Part 1:Introduction &The Sequence of Intervention ~~~

2. Introduction • These online review trainings are designed to cover some basic strategies, techniques and skills required to be effective when intervening therapeutically with SEBD students in a GNETS classroom.

3. Introduction • These trainings do not represent a full training in the models and strategies that are useful when working with this population. Rather, these are a supplemental set of reviews that are intended to help the Coastal Academy staff stay up-to-date with therapeutic intervention techniques.

4. Introduction • These trainings review material from… • SAM • MindSet • LSCI

5. Introduction • The reviews are organized according to the recommended Sequence of Intervention covered in other trainings by site coordinators and Dr. Sherwood.

6. Introduction • A solid, foundational understanding of all of the elements of this Sequence of Intervention is importantforeffective intervention in the GNETS setting.

7. Introduction • Success with our difficult population depends a lot on your ability toskillfully and effectively apply the elements of this Sequence of Intervention.

8. Introduction • First, you must have a good working knowledge of each element of intervention • Second, you must be able to “diagnose” the situation to know what intervention is needed • Third, you must be able to skillfully apply the appropriate intervention strategy or technique to the situation

9. The Sequence of Intervention • The Sequence of Intervention is divided into three levels. • Each level of intervention has several elements • Level 1 = 5 elements • Level 2 = 4 elements • Level 3 = 3 elements • Each element is a separate review training in this series. Some of the elements are broken down into more than one training

10. The Sequence of Intervention • The three levels of the Sequence of Intervention are… • Level 1: Prevention—Before Issues Arise • Level 2: De-Escalation—When Issues are Arising • Level 3: De-Escalation & Crisis—When Issues Reach Crisis

11. The Sequence of Intervention • The Levels in more detail…

12. The Sequence of Intervention • Level 1: Prevention—Before Issues Arise • “When the student is successfully self-regulating.”

13. Level 1: Prevention—Before Issues Arise • There are five elements to Level 1 interventions • Effectively implementing these interventions “before issues arise” can minimize the appearance of problem behaviors.

14. Level 1: Prevention—Before Issues Arise • 5 Elements • 1. Clear Expectations & Routines • 2. Positive Tone and High Ratio of Positive Interactions • 3. Making Learning Interesting & Engaging • 4. Teaching Necessary/Useful Self-Control, Social, Academic Skills (SAM) • 5. Powerful Praise Interactions (SAM)

15. The Sequence of Intervention • Level 2: De-Escalation—When Issues are Arising • “When the student is beginning to have difficulty self-regulating.”

16. Level 2: De-Escalation—When Issues are Arising • There are four elements to Level 2 interventions • Effectively implementing these interventions “when the student is beginning to have difficulty self-regulating” will help the student de-escalate and return to a more regulated and calm state. • With skill and good support this is also a potential learning experience as the student is faced with his/her issues in a real situation

17. Level 2: De-Escalation—When Issues are Arising • 4 Elements • 1. The Nine Surface Management Strategies (LSCI) • 2. Teaching Replacement Skills—TRS (SAM) • 3. The 10 Guidelines for Responding to Oppositional-Defiant Behavior (MindSet) • 4. Using Calming Strategies & The 7 Tools for Managing Resistance (SAM)

18. The Sequence of Intervention • Level 3: De-Escalation & Crisis—When Issues Reach Crisis • “When the student is in a state of dis-regulation.”

19. Level 3: De-Escalation & Crisis—When Issues Reach Crisis • There are three elements to Level 3 interventions • Effectively implementing these interventions “when the student is in a state of dis-regulation” require the staff member to manage him/herself, the student who is in crisis, & the situation (including the other students, staff & surroundings). • This is the time for “emotional first aid” or “stopping the bleeding”

20. Level 3: De-Escalation & Crisis—When Issues Reach Crisis • 3 Elements • 1. Monitor & Manage Self (Counter Emotion), Situation & Continue De-Escalation Strategies • 2. Effective Crisis Communication (MindSet) • 3. MSR Sequence of Consequences (SAM)

21. Sequence of Intervention • Thinking Point: • Pick a particular student and think about this student and what he or she is like during each of the three levels of intervention: • Before Issues Arise • When Issues are Arising • When Issues Reach Crisis

22. Sequence of Intervention • Application Point: • 1. Which of the three levels of intervention is easies for you to implement? • 2. Which is the most difficult?

23. Clear Expectations, Routines and Procedures • Assignment Part 1: • Post your response on the message board to either the Thinking Point (do not write any student names) or Application Point. • Identify which Review you are completing when responding on the message board.

24. Clear Expectations, Routines and Procedures • Assignment Part 2: • Comment about one of the responses posted by someone else.