WHO IS ACCREDITED?

Private Organization Accreditation

As one of the largest family services agencies in the country, Child & Family Services has dedicated its resources to meet the needs of the community since 1873.
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VOLUNTEER TESTIMONIAL

Anita Paukovits

Volunteer Roles: Peer Reviewer

Being a COA peer reviewer has clearly played a role in my professional development and has made me a better administrator at my own agency as a result!  To be part of a professional network that is on the cutting edge of program, practice, fiscal responsibility, and insuring Best Practice across the field is an amazing opportunity.
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Purpose

The organization’s behavior support and management policies and practices promote positive behavior and protect the safety of service recipients and staff.

FOC
BSM 4: Restrictive Behavior Management Intervention Training

Personnel who use restrictive behavior management interventions, and foster parents who use manual restraint, are trained and evaluated on an annual basis.

Interpretation: COA recommends that organizations evaluate training programs and models to select a comprehensive and safe curriculum for use with personnel, foster parents, and service recipients.

NA The organization prohibits the use of restrictive behavior management interventions.

Rating Indicators
1
The organization's practices fully meet the standard, as indicated by full implementation of the practices outlined in the BSM 4 Practice standards.
2
Practices are basically sound but there is room for improvement, as noted in the ratings for the BSM 4 Practice standards.
3
Practice requires significant improvement, as noted in the ratings for the BSM 4 Practice standard; and/or
  • One of the BSM 4 Fundamental Practice Standards received a 3 or 4 rating.
4
Implementation of the standard is minimal or there is no evidence of implementation at all, as noted in the ratings for the BSM 4 Practice standards; and/or
  • Two or more of the BSM 4 Fundamental Practice Standards received a 3 or 4 rating.

Table of Evidence

Self-Study Evidence On-Site Evidence On-Site Activities
    • Table of contents for personnel and foster parent restrictive behavior management training curriculum
    • Training schedules
    • Procedures for analyzing the effectiveness of each segment of training
    • Training curriculum that addresses BSM 4.01
    • Documentation of restrictive behavior management training provided
    • Interview:
      1. Clinical or program directors
      2. Supervisors
      3. Relevant personnel
      4. Foster parents required to participate in restrictive behavior management training

  • FP
    BSM 4.01

    Personnel designated to use restrictive behavior management interventions, and foster parents who use manual restraint, receive annual training on permitted interventions, including:

    1. when it is appropriate to use a restrictive intervention;
    2. proper and safe use of interventions, including time limits for use;
    3. understanding the experience of being placed in seclusion or a restraint;
    4. signs of distress;
    5. response techniques to prevent and reduce injury; and
    6. negative effects that can result from misuse of restrictive interventions.
    Rating Indicators
    1
    The organization's practices reflect full implementation of the standard.
    2
    Practices are basically sound but there is room for improvement; e.g., 
    • The curriculum related to one of the elements is not fully developed or lacks depth; or
    • A few personnel have not been retrained within 12 months but are scheduled to be retrained within 30 days.
    3
    Practice requires significant improvement; e.g.,
    • The curriculum related to two of the elements is not fully developed or lacks depth; or
    • More than a few personnel have not been retrained within 15 months but are scheduled to be retrained.
    4
    Implementation of the standard is minimal or there is no evidence of implementation at all.
    • The curriculum related to three or more of the elements is not fully developed or lack depth; or
    • One of the elements is not covered at all; or
    • More than a few personnel have not been retrained within 15 months and there is no schedule for retraining; or
    • Personnel consistently do not receive training.

  • FP
    BSM 4.02

    Annual training for personnel authorized to conduct assessment and evaluation of individuals undergoing a restrictive behavior management intervention covers recognizing and assessing:

    1. physical and mental status, including signs of physical distress;
    2. nutritional and hydration needs;
    3. readiness to discontinue use of the intervention; and
    4. when medical or other emergency personnel are needed.
    Rating Indicators
    1
    The organization's practices reflect full implementation of the standard.
    2
    Practices are basically sound but there is room for improvement; e.g., 
    • The curriculum related to one of the elements is not fully developed or lacks depth; or
    • A few personnel have not been retrained within 12 months but are scheduled to be retrained within 30 days.
    3
    Practice requires significant improvement; e.g.,
    • The curriculum related to two of the elements is not fully developed or lacks depth; or
    • A significant number of personnel have not been retrained within 15 months but are scheduled to be retrained.
    4
    Implementation of the standard is minimal or there is no evidence of implementation at all; e.g.,
    • The curriculum related to three or more of the elements is not fully developed or lacks depth; or
    • One of the elements is not covered at all; or
    • More than a few personnel have not been retrained within 15 months and there is no schedule for retraining; or
    • Personnel consistently do not receive training.

  • FP
    BSM 4.03

    Personnel and foster parents who receive training on restrictive behavior management interventions receive a post-test and are observed in practice to ensure competency.

    Rating Indicators
    1
    The organization's practices reflect full implementation of the standard.
    2
    Practices are basically sound but there is room for improvement; e.g.,
    • Competency procedures need minor clarification; or
    • Staff or foster parents have been trained but a few did not receive a post-test.
    3
    Practice requires significant improvement; e.g.,
    • A significant number of staff did not receive a post-test; or
    • A few were not observed in practice.
    4
    Implementation of the standard is minimal or there is no evidence of implementation at all;
    • Staff or foster parents do not routinely receive a post-test or are not observed in practice.
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