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Providing a Quality Education for Children with Visual Impairments and Additional Disabilities |
Behavior Therapy
Behavior Therapist:
Rebecca Oshlag, Ph.D.
Strategies for Crisis Intervention and Prevention (SCIP-R)
Strategies for Crisis Intervention and Prevention - Revised (Scip-R) is the Office of Mental Retardation and Developmental Disabilities (OMRDD) approved program for training staff in a sequential process in the development of skills for crisis prevention and intervention. The focus of this program is to empower staff with methods of assisting and teaching individuals to maintain self-control and to train staff to engage in proactive methods of positive behavior support. The SCIP-R curriculum supports staff awareness of the needs of persons with developmental disabilities and methods of preventing crises.
All direct care staff at NYSSB receive an initial 24 hours of training in techniques in SCIP-R. An 8-hour refresher course is then offered annually.
Federal law requires that Special Education students who display behaviors that interfere with learning receive a Functional Behavior Assessment (FBA). A FBA consists of identifying behavioral issues and problems, assessing the motivation or reason for the behavior, identifying skills that the student needs to develop and makes recommendations as to what interventions are utilized. Behavior intervention plans consist of two main parts; the proactive interventions and the reactive interventions. Proactive interventions are those things that staff can do to help prevent behavior problems from occurring. These can include giving reinforcement for appropriate behavior, communication skills training, monitoring for signs and symptoms of medical issues such as ear infections, promoting a quiet environment or providing sensory stimulation activities. Reactive interventions are those actions a staff person take when inappropriate behavior is exhibited. These interventions can range from simple redirection to physical restraint. Both proactive and reactive interventions are tailored to meet the individual child’s needs and behavioral issues.
At NYSSB, the IEP identifies students who have behaviors that interfere with learning. These children have had an FBA. During the Intake Evaluation, an FBA is done to determine if a student has behaviors that interfere with learning. If a current student suddenly develops a behavioral issue, the teacher then refers that student to the Behavior Specialist for an FBA. The FBA determines if the behavior warrants a formal behavior intervention plan. If the behaviors can be managed with routine classroom interventions, no formal intervention is developed. If the behavior is significant, a formal intervention is developed. If the behavior plan requires the use of medication (any reactive physical intervention or any mechanical restraint (e.g., helmet, arm splints, etc.) with the student, medical and parental consent is obtained. SCIP-R is an OMRDD program to train staff in appropriate positive approaches and approved physical interventions. Mechanical restraints used for behavior interventions are differentiated from therapeutic interventions utilized by OTs and PTs.
Additional Behavior Intervention Programs:
- Teaching Students to Indicate Choices
- Increasing Duration for Holding Objects
- Teaching Students to Label Emotion States and Exhibit Calmer Behavior