Safe Crisis Management Training
questions with correct answers
Why |do |we |train |in |Safe |Crisis |Management |- |correct |answers✔✔Safety, |Reality |of
|the |students |we |serve, |liability, |professionalism |and |create |and |maintain |a |culture
|of |care |within |the |school
least |restrictive |alternative |- |correct |answers✔✔using |the |least |amount |of |restriction
|to |manage |a |student's |behavior. |Implementing |a |strategy |that |matches |the
|situation, |utilizing |the |lowest |level |intervention |that |is |appropriate |for |the |situation.
|Physical |interventions |ans |seculsions |are |a |last |resort. |(When |there |is |harm |to |self
|or |someone |else)
Understand |the |hierarchy |of |interventions |- |correct |answers✔✔Start |with |the |most
|positive, |least |invasive |intervention |that |is |appropriate |for |that |behavior. |While |you
|don't |need |to |exhaust |all |the |positive |interventions |before |going |to |a |physical
|intervention |you |should |start |with |the |least |restrictive |strategy |appropriate.
Physical |interventions |and |seclusion |- |correct |answers✔✔should |only |be |used |when
|there |is |harm |to |the |child |or |harm |to |others |as |a |last |resort. |Should |not |be |used
|for |behaviors |such |as |cursing, |defiance |or |name |calling.
Safety |of |the |student |is |the |primary |concern |when |physical |management |is |used |-
|correct |answers✔✔Emotional |and |physical |safety |must |be |considered
Positional |asphyxiation |is |the |- |correct |answers✔✔most |common |cause |of |death
|during |physical |restriant
We |must |teach |and |practice |coping |strategies |and |self |management |skills |- |correct
|answers✔✔before |a |student |is |in |crisis |or |students |will |not |have |them |when |they
|need |them.
, Safe |Crisis |Management |is |- |correct |answers✔✔not |about |controlling |a |child, |it |is
|about |managing |a |situation |until |the |child |is |in |control |of |themselves. |If |an |adult
|uses |excessive |force |during |a |management |or |any |other |time |they |can |be |criminally
|charged
Professional |Courage |- |correct |answers✔✔is |doing |what |is |right |for |the |child |even
|when |it |is |difficult
Relationship |is |the |foundation |and |is |fundamental |to |working |with |students |-
|correct |answers✔✔having |a |positive |relationship |with |the |student |will |assist |in |both
|preventing |and |managing |problem |behaviors.
Primary/Preventive |interventions |address |the |basic |comfort |and |emotional |level |of
|the |environment |- |correct |answers✔✔They |are |the |strategies |that |we |use |that
|actually |diminish |the |need |to |act |out. |Pro-active |and |preventive |strategies |are
|essential
The |more |that |needs |are |met |in |the |environment, |the |more |there |will |be |healthy
|attachments |to |the |caregiver. |- |correct |answers✔✔When |needs |are |met, |emotional
|and |physical |development |follow |a |healthy |pathway.
Needs-school |must |be |need |fulfilling. |Students |will |act |(out) |to |get |needs |met |-
|correct |answers✔✔Maslow's |Hierarchy-needs |on |lower |levels |must |be |met |before
|higher |level |needs |(basic |needs, |safety, |belonging |must |be |met |first |before |self
|estemm |and |self |actualization |can |happen)
Glasser's |needs-belonging: |Power/Achievement; |Fun/Pleasure; |Independence;
|Safety/physical
Discipline |Styles |- |correct |answers✔✔Avoid |punisher/guilter |(failure |based), |strive
|for |monitor |(rules |& |consequences) |and |Manager |(beliefs) |Ask |managing |questions.
|Allow |student |to |repair |the |damage |done |and |strengthen |self
More |problems |happen |during |- |correct |answers✔✔transition |time |then |any |other
|time. |More |injuries |happen |during |transport |(transition)
questions with correct answers
Why |do |we |train |in |Safe |Crisis |Management |- |correct |answers✔✔Safety, |Reality |of
|the |students |we |serve, |liability, |professionalism |and |create |and |maintain |a |culture
|of |care |within |the |school
least |restrictive |alternative |- |correct |answers✔✔using |the |least |amount |of |restriction
|to |manage |a |student's |behavior. |Implementing |a |strategy |that |matches |the
|situation, |utilizing |the |lowest |level |intervention |that |is |appropriate |for |the |situation.
|Physical |interventions |ans |seculsions |are |a |last |resort. |(When |there |is |harm |to |self
|or |someone |else)
Understand |the |hierarchy |of |interventions |- |correct |answers✔✔Start |with |the |most
|positive, |least |invasive |intervention |that |is |appropriate |for |that |behavior. |While |you
|don't |need |to |exhaust |all |the |positive |interventions |before |going |to |a |physical
|intervention |you |should |start |with |the |least |restrictive |strategy |appropriate.
Physical |interventions |and |seclusion |- |correct |answers✔✔should |only |be |used |when
|there |is |harm |to |the |child |or |harm |to |others |as |a |last |resort. |Should |not |be |used
|for |behaviors |such |as |cursing, |defiance |or |name |calling.
Safety |of |the |student |is |the |primary |concern |when |physical |management |is |used |-
|correct |answers✔✔Emotional |and |physical |safety |must |be |considered
Positional |asphyxiation |is |the |- |correct |answers✔✔most |common |cause |of |death
|during |physical |restriant
We |must |teach |and |practice |coping |strategies |and |self |management |skills |- |correct
|answers✔✔before |a |student |is |in |crisis |or |students |will |not |have |them |when |they
|need |them.
, Safe |Crisis |Management |is |- |correct |answers✔✔not |about |controlling |a |child, |it |is
|about |managing |a |situation |until |the |child |is |in |control |of |themselves. |If |an |adult
|uses |excessive |force |during |a |management |or |any |other |time |they |can |be |criminally
|charged
Professional |Courage |- |correct |answers✔✔is |doing |what |is |right |for |the |child |even
|when |it |is |difficult
Relationship |is |the |foundation |and |is |fundamental |to |working |with |students |-
|correct |answers✔✔having |a |positive |relationship |with |the |student |will |assist |in |both
|preventing |and |managing |problem |behaviors.
Primary/Preventive |interventions |address |the |basic |comfort |and |emotional |level |of
|the |environment |- |correct |answers✔✔They |are |the |strategies |that |we |use |that
|actually |diminish |the |need |to |act |out. |Pro-active |and |preventive |strategies |are
|essential
The |more |that |needs |are |met |in |the |environment, |the |more |there |will |be |healthy
|attachments |to |the |caregiver. |- |correct |answers✔✔When |needs |are |met, |emotional
|and |physical |development |follow |a |healthy |pathway.
Needs-school |must |be |need |fulfilling. |Students |will |act |(out) |to |get |needs |met |-
|correct |answers✔✔Maslow's |Hierarchy-needs |on |lower |levels |must |be |met |before
|higher |level |needs |(basic |needs, |safety, |belonging |must |be |met |first |before |self
|estemm |and |self |actualization |can |happen)
Glasser's |needs-belonging: |Power/Achievement; |Fun/Pleasure; |Independence;
|Safety/physical
Discipline |Styles |- |correct |answers✔✔Avoid |punisher/guilter |(failure |based), |strive
|for |monitor |(rules |& |consequences) |and |Manager |(beliefs) |Ask |managing |questions.
|Allow |student |to |repair |the |damage |done |and |strengthen |self
More |problems |happen |during |- |correct |answers✔✔transition |time |then |any |other
|time. |More |injuries |happen |during |transport |(transition)
