The Safety-Care curriculum is designed to provide a set of skills and strategies that allow staff in a variety of settings to humanely and safely provide support to students engaging in disruptive or dangerous behavior. The prevention and de-escalation interventions in Safety-Care are drawn from extensive clinical research on treatment of undesirable and dangerous behavior. Specifically, they are drawn from the field of Applied Behavior Analysis (ABA). The research has developed powerful, non-coercive ways to prevent crises and teach desirable, functional alternatives to dangerous and disruptive behavior. Some important Safety-Care principles: respect, dignity, and avoidance of coercion; use of least restrictive interventions that are safe and effective; applicability to many setting, populations, and regulatory environments; board use of clinically proven, well accepted, evidence-based procedures; functionally sound interventions that minimize inadvertent reinforcement of challenging behaviors. In addition to teaching concepts and skills related to prevention and de-escalation of behavioral incidents, Safety-Care also provides staff with physical techniques for responding to dangerous behavior. When training on physical techniques, Safety-Care has been careful to design them with these criteria in mind: avoids infliction of pain, injury, psychological trauma, or other harm; minimal abuse potential, does not hyperextend joints or place student in awkward position; physical skills build upon each other and integrate together well; minimally invasive and aggressive; consistent with least intrusive approach. 

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