| A | B |
|---|
| Another name for Restraint | emergency safety physical intervention |
| Risks from Emergency safety physical restraints | asphicia, excited delirium, sickle cell trait, osteopenia |
| asphyxia | breathing process is restricted |
| excited delirium | excessively high heart rate often associated with medication |
| sickle cell trait | blood clots when body is under stress rest reverses |
| osteopenia | not enough vitamin D bones become brittle |
| Behavior can be examined as | coping, spontaneous manipulative/learned |
| coping | to reduce stress |
| spontaneous | without thought |
| manipulative \learned | to get control or learning from what you see |
| treatment education and behavior support should be | strength based |
| primary strategies | program organization, structured environment, relationship building |
| In Maslow's Hiearchy of Needs what needs to be in place | basic and safety needs, food water shelter sleep |
| bullying is | prolonged repetitive behaviors that cause emotional harm |
| initial behavior support plan | what we know at the current time |
| Behaviors of concern | threat to self, threat to others, significant disruption of my program |
| factors that impact how individuals cope | drug history social experiences, cognitive capacity and history of drug use |
| carry in | stimulated outsidethe immediate environment what they bring in with them |
| carry over | behavior that occurs in the present andisnot resolved and escalates ata latertime |
| tune in | connected with past trauma but istriggered by current stimula ( hard to spot) |
| three levels of insult | characteristics, home and hearth, professionalism |
| characteristics | phisical traits mannerisms size weight etc |
| home and hearth | what staff value family etc |
| professionalism | how staff do their job |
| physical principles -4 | safe zone approach, leading trailing position, self protection, safe incident management |
| emergency safety interventions 5 | time out, physical intervention, seclusion, mechanical restraint, chemical restraint |
| determine the function | why is the individual doing the behavior avoidance, or attention etc |
| praise sandwich | praise, address problem, praise |
| SMART | specific, measureable, agreed upon, realistic time based |
| least restrictive alternative | the least you have to interact the better nonverbal, verbal etc |
| self talk | stop think analyze and respond |
| philosophy SCM | Commitment, caring, courage, consistency, competency |
| function based assessment | determines the purpose of the behavior |
| polsky's diamond | Leader Lietenant members status seekers scapegoat |
| bullying circle | individuals who bully, followers, supporters or passive supporters, disengaged onloookers possible defenders defenders |
| types of behavior | carry in, carry over, tune in |
| when are they the most effective verbal intervention discussion encouragement verbal intervention direction. | to reinforce support interrupt alterstop or correct a behavior |
| three components of primary strategy | non-verbal, verbal, discussion direction |
| secondary strategies | interventions thatsupportprompt begin stop diffuse redirectcorrect ordeescalate |
