This only happens when there is imminent danger presented to a client or someone else?

When this happens, a provider should keep an eye on a client through a window or another barrier

Using mechanical equipment to restrict a client's movement.

This is a process through which you learn to identify when the student is becoming agitated, and
you then begin to change your behavior to bring the student back down to their optimal behavioral state

When the student is fully escalated, probe the student with questions to get them to label the problem/issue (e.g., “Use your words, tell me what you want,” “Do you need help”).

This is the protocol that is used under the unique circumstance that restraint is needed.

This must be provided documenting the use of behavioral restraints and seclusion within three months of the end of a school year.

Temporarily touch or hold the hand, wrist, arm, or shoulder, who is acting out to walk to a safe location.

Loud vocalizations, non-compliance; vocal/physical
protests) that may occur prior to the occurrence of heightened and elevated levels of the target problem
behaviors.

If the student continues to comply and remains calm for a period of time, slowly represent the original
demand.

A restriction that reduces the client's ability to move freely.

This behavior technique is allowed and involves the monitored separation of the client in a nonlocked setting, and is implemented for the purpose of calming.

Use adaptive devices or mechanical supports used to achieve proper body position, balance, or alignment to allow greater freedom of mobility.

This technique requires you to keep your vocabulary simple and your sentences brief.

Give social praise if the student resumes the original academic demand without exhibiting any precursor/target problem behaviors.

This must never be employed as punishment, discipline, retaliation, coercion, or for staff convenience

Using this technology is not considered a proper way to observe a client when in seclusion.

Place a client in a facedown position with the client’s hands held or restrained behind the client’s back.

This technique includes giving noncontingent
access to a break from academic demands, decrease the amount of academic work, give the student calming activities on their break).

Stand ‘clenched’ body language such as crossing arms or balling hands into fists to let the student know you are serious.

Hand-over-hand assistance, redirection, and guidance.

This type of seclusion is not allowed unless it occurs in a facility permitted by state law.

Ask everyone to leave the room beside you and the client, when the client is acting aggressively.

These behaviors include aggression, self-injury, and throwing materials.

Ask or allow other adults to help when the client exhibits precursor behaviors or target behaviors.