Summary: 

Last Amended Date: 07-01-2013 

The State of California adopted Chapter 5.5, 56520-56525 for the purpose of defining the use of behavioral interventions in schools. Safety-Care can be a vital part of ensuring that staff are best equipped to meet these requirements. Below is a summary of the regulation, along with descriptions of how Safety-Care can be utilized.

Chapter 5.5 on Behavioral interventions is broken down into significant sections that address specific needs. These sections relate the following: 

56520 - Legislative Findings and Intent: 

• The Chapter begins by recognizing the state's commitment to providing appropriate education in a safe environment for all children, irrespective of disabilities and acknowledges that some students with exceptional needs face significant behavioral challenges impacting their learning and others'. Federal law is then cited showing the need for positive behavioral interventions and supports for children with disabilities. Finally, the intent of the Legislature is stated which specifies that interventions should not include unacceptable practices or cause pain or trauma, and that training programs should be developed in teacher training programs as well as in-service continuing education for existing educators. 

How Safety-Care aligns: Safety-Care focuses on the use of Incident Prevention prior to the use of any physical intervention. All personnel are trained to treat the persons under their care in a humane and professional manner. Our program emphasizes de-escalation as a primary strategy before the use of physical interventions. If physical interventions are needed, Safety-Care ensures that the practices that are trained and used are as safe and appropriate as possible to both staff and student.  

56521 - Scope and Monitoring: 

This section states that the regulations listed apply to exceptional needs students in public and nonpublic school programs. The Superintendent of Public Instruction is tasked with monitoring and supervising the requirements listed.   

• Emergency interventions only for unpredictable, imminent threats of serious physical harm to the individual or others that cannon be prevented by less restrictive means. These interventions are not to be used as a substitute for an intervention plan that addresses specific behavior. Emergency interventions are to be used for no longer than absolutely necessary to contain the behavior and prolonged use requires the assistance of school site administration or law enforcement. 
  
  
• Certain interventions are prohibited, including the following:
  • locked seclusion (with the exception of those facilities licensed to used locked rooms), 
  • devices, materials or objects that immobilize all four extremities at once with an exception for prone containment. Prone containment can be used as an emergency intervention if staff are trained in such an intervention.
  • Excessive force which is defined as any amount of force that exceeds what is reasonable and necessary for the situation. 

• If an emergency intervention is used, parents, guardians, and/or residential care providers are to be notified of the use within one school day. Immediate reporting and review of incidents involving emergency interventions are required afterwards and shall include the name, age, setting of the incident, staff or persons involved, a description of the incident and intervention used, details of the behavioral plan, and information on injuries. If an intervention is used on a person who does not have a behavioral plan in place, administration is to conduct an IEP team meeting within two days of an emergency intervention. 
  
  How Safety-Care aligns: Safety-Care trains educators in specific actions related to physical management that are only to be used when necessary for safety, and with the utmost care for students and staff using such actions. Safety-Care stresses the risks involved in such actions, both physical and psychological. Additionally, Safety-Care has internal reporting requirements that must be used to supplement existing regulations regarding the use of these physical actions. 

56521.2 - Prohibited Interventions: 

• Interventions that follow are prohibited from use: 
  
  • Causes physical pain, including electric shock 
  • Involves noxious, toxic or unpleasant sprays, mists or substances near the face 
  • Denies sleep, food, water, shelter, bedding, comfort, or bathroom access 
  • Verbal abuse, ridicule, humiliation or emotional trauma 
  • Restrictions that use devices, materials, or objects that immobilize all four extremities (with an 
    exception for prone containment as an emergency intervention) 
  • Locked seclusion (with an exception for licensed or permitted facilities) 
  • Any intervention without adequate supervision 
  • Any intervention that deprives an individual of the use of one or more senses. 
  
  How Safety-Care aligns: Safety-Care strictly prohibits the use of all the these particular interventions as well as any that cause physical pain, involve toxic substances, deny basic needs, or subjects individuals to abuse. Safety-Care ensures that staff are trained to use appropriate and humane interventions that respect the dignity of individuals. 

56523 - Regulations Repeal and Compliance: 

56524 - Teacher Training Requirements: 

Directs the Superintendent to collaborate with higher education institutions and the Commission on Teacher Credentialing to ensure adequate training in behavioral interventions for educators. 

56525 - Behavior Analyst Certification: 

The final section recognizes Board Certified Behavior Analysts as qualified to conduct behavior assessments and provide intervention services for exceptional needs individuals but does not mandate the use of such certified analysts. 

How Safety-Care aligns: All Master Trainers that conduct initial Safety-Care trainings are Board Certified Behavior Analysts. These experts are also available to assist with questions and concerns both during and after the initial training.   

These regulations aim to ensure the safe and effective use of behavioral interventions while upholding the rights and dignity of individuals with exceptional needs in educational settings. 

How Safety-Care Can meet these Requirements: Safety-Care provides quality behavioral solutions to complex behavior challenges through evidence-based training and consulting. Safety-Care is designed for educators and staff working with individuals with exceptional needs in both public and nonpublic school programs.   

Safety-Care emphasizes the importance of intervening professionally and therapeutically to prevent or reverse escalation and avoid restraint. It teaches staff to respond to unpredictable, imminent threats of serious physical harm using safe, effective techniques. The training covers de-escalation skills and emphasizes avoiding crisis behaviors. 

QBS's training explicitly prohibits interventions that cause physical pain, involve toxic substances, deny basic needs, or subjects individuals to abuse. Safety-Care ensures that staff are trained to use appropriate and humane interventions that respect the dignity of individuals. Safety-Care's curriculum is designed to equip educators with the necessary skills to address challenging behaviors effectively. Our experienced staff of Master Trainers are experienced Board Certified Behavior Analysts.  

Overall, QBS's Safety-Care training program aligns with the state regulations by emphasizing evidence-based practices, promoting safety and dignity, and providing educators with the necessary skills to support individuals with exceptional needs effectively.