1. Preparing for & Responding to Crises & Emergencies
Sugai & Colvin, 1999

2. Example #1
Student runs up to you & says two “big kids” are walking through back playground, & she thinks one of them has gun. 2nd & 3rd grade classes are having recess on playground.
What do you do?

3. Example #2
You are teaching Heloise to write her address & telephone number. As you assist her, she begins to get frustrated & begins biting her hand. You’re attempts to soothe her fail, & she escalates to biting her fingers which begin to bleed & hitting the tabletop with her forehead.
What do you do?

4. Example #3
Two students run into classroom & scream that strong smell is coming from the gym. They indicate that smell hurts their eyes & throat & it seems to be spreading through hallways.
What do you do?

5. Example #4
The parents of one of your students is arguing with another parent. Their voices are loud, & students & students are gathering. One parent pushes other against wall, & that parent has picked up trash can is threatening to throw it.
What do you do?

6. Other Examples Stranger in the building Bomb threat/explosion
Student with gun/weapon on campus
Serious injury/death
Serious fight
Drug deal on campus
Weapon possession
Natural disasters
Kidnapping/hostage taking
Student/staff/other out-of-control and violent behavior
________________________________

7. What would you do first,...next? (5 minutes)
You are walking down hallway & you hear loud yelling. When you turn corner you see group of 15 kids around 2 girls who are fighting. One girl has other around throat; other girl has grabbed the other’s hair & is punching her in face. One girl’s nose is bleeding.

8. Generic Sequence Assess Request help/assistance
Monitor/defuse/control crowd & wait for help/experts….follow procedures
Let help/experts take over.
Follow-up

9. 4 PBS Elements Supporting Social Competence & Academic Achievement
OUTCOMES
Supporting
Decision
Making
Supporting
Staff Behavior
DATA
SYSTEMS
PRACTICES
Supporting
Student Behavior

10. Systems for Students with High-Risk Behavior CONTINUUM OF SCHOOL-WIDE
Tertiary Prevention:
Specialized
Individualized
Systems for Students with High-Risk Behavior
CONTINUUM OF
SCHOOL-WIDE
INSTRUCTIONAL &
POSITIVE BEHAVIOR
SUPPORT
~5%
Secondary Prevention:
Specialized Group
Systems for Students with At-Risk Behavior
~15%
Primary Prevention:
School-/Classroom-
Wide Systems for
All Students,
Staff, & Settings
SAY: One of the most important organizing components of PBS is the establishment of a continuum of behavior support that considers all students and emphasizes prevention. This logic of this 3-tiered approach is derived from the public health approach to disease prevention.
All students and staff should be exposed formally and in an on-going manner to primary prevention interventions. Primary prevention is provided to all students and focuses on giving students the necessary pro-social skills that prevents the establishment and occurrence of problem behavior. If done systemically and comprehensively, a majority of students are likely to be affected.
Some students will be unresponsive or unsupported by primary prevention, and more specialized interventions will be required. One form of assistance is called secondary prevention, and is characterized by instruction that is more specific and more engaging. These interventions can be standardized to be applied similarly and efficiently across a small number of students. The goal of secondary prevention is to reduce/prevent the likelihood of problem behavior occurrences, and to enable these students to be supported by the school-wide PBS effort.
If primary prevention is in place, a small proportion of students will require highly individualized and intensive interventions. The goal or tertiary level interventions is to reduce the intensity, complexity, and impact of the problem behaviors displayed by these students by providing supports that are (a) function-based, (b) contextually appropriate and person-centered, (c) strength-based and instructionally oriented, (d) continuously evaluated and enhanced, and (e) linked to the school-wide PBS approach.
~80% of Students

11. Guiding Principles Safety is number one consideration.
“Teachable Moments” are secondary
Escalations are likely to run their course, & are inversely related to self-control.
Planned responses & debriefing are required after crisis/emergency.
Prosocial responses must be relevant, effective, efficient, & taught.
Practice. Practice. Practice.

12. Necessary Prerequisites
Comprehensive, school-wide PBS system
Crisis response team
Home-school-community linkage
High rates of academic & social success
Clear written policy & procedures
Regular, supervised opportunities to practice

13. Other Provisions to Establish
“Safe” areas
Clear roles & responsibilities of key personnel
Clear “fool proof” communication systems
Predictable & reliable for students, staff, & community
Means of securing immediate external support
Procedures for securing or “locking down” a classroom or school

14. Instructions for unique situations
Establish procedures for accounting for whereabouts of all students & staff
Procedures for documenting dangerous & potentially dangerous situations

15. Process for Investigations
Assess event
Insure accountability
Inform others
Interview key players
Follow through
Follow up

16. “Physical Intervention”
Use as last resort to insure safety & protect from injury
Follow procedures & policy
Implement by trained personnel who practice regularly
Document description of episode
Debrief after each episode (review & plan)