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Kid’s Haven will use the following procedure for behavior that is persistent and unacceptable that requires an increased amount of staff guidance and time. This behavior policy applies to all children in our care.

If a child is not behaving appropriately, we will use the following positive guidance techniques:

1. Ignoring: Ignoring a child who is trying to gain attention by acting out may be an appropriate response, unless it is a behavior that is unsafe.
2. Redirection/Distracting: This technique offers an alternative to a child such as suggesting a new activity, or different toy, encouraging independent play, or interacting with the child in a different way.
3. Discussion: Discussing with the child how their behavior is inappropriate and engaging with the child other words or methods that would suggest a more appropriate response.
4. Reasonable Consequences: The staff may implement reasonable consequences such as taking away a toy if the child used the toy to hit another child.
5. Take a Break: The child is separated from the group to calm down and will have access to something else to do. While the child will remain supervised, his or her classmates will not immediately influence him or her. This is different from the concept of “time out,” which is often seen as more punitive as the child is isolated and does nothing. In “take a break” the child will have access to other activities while he or she settles down. Once the negative behavior is under control, the child can be returned to the group. We do not use “take a break” with children under two years of age.

When staff observes a persistent unacceptable behavior they will observe and record the behavior in writing.

If the positive guidance techniques are not effective, we may involve parents/guardians with the following progressive guidance techniques:

1. We will inform parent/guardians in writing what behaviors have been observed and what the staff has done to try to modify the behavior.
2. If the inappropriate behavior continues, the Center Director, Lead Teacher, and Area Supervisor will meet with parents/guardians to develop a written action plan to correct the behavior. We will seek their input and agree on steps to attempt to modify the behavior. We may suggest involving outside resources to assist with the situation.
3. If the inappropriate behavior persists, the parent will be notified by phone and the child will need to take the remainder of the day for a behavioral leave of absence. (Standard attendance rates apply during the behavioral leaves).
4. After returning to group care, if the child continues to act inappropriately, we may dis-enroll the child. We reserve the right to use these progressive guidance techniques at our discretion. It is our goal to work together for a positive outcome of behavior change. Circumstances may arise when we may immediately dis-enroll a child if his or her behavior creates a health or safety risk to themselves, other children, or the staff.

Positive reinforcement is the best approach to discipline. The following actions are prohibited by or at the direction of a staff person:

1. Subjection of a child to corporal punishment, which includes but is not limited to: Ignoring a child who is trying to gain attention by acting out may be an appropriate response, unless it is a behavior that is unsafe.
2. Subjection of a child to emotional stress, which includes but is not limited to: This technique offers an alternative to a child such as suggesting a new activity, or different toy, encouraging independent play, or interacting with the child in a different way.
3. Separation of a child from the group except within rule requirements.
4. Punishments for lapses in toileting.
5. Withholding food, light, warmth, clothing, or medical care as a punishment for unacceptable behavior.
6. The use of physical restraint other than to physically hold a child where containment is necessary to protect a child or others from harm.
7. The use of mechanical restraints, such as tying.

No child may be separated from the group unless less instructive methods of guiding the child’s behavior have been tried and were ineffective, or the child’s behavior threatens the well being of the child or other children in the program.

A child who requires separation from the group will:

1. Remain within an unenclosed part of the classroom where the child can be continuously seen and heard by a program staff person;
2. The child’s return to the group will be contingent on the child’s stopping or bringing under control the behavior that precipitated the separation; And
3. The child will be returned to the group as soon as the behavior that precipitated the separated abates or stops.

Separation Report

All separations from the group will be noted on a daily log that includes the following:

Use DHS form “Separation Report”

• The child's name
• The staff member's name
• Time
• Date
• Information indicating what less-intrusive methods were used to guide the child’s behavior
• How the child’s behavior continues to threaten the well being of the child or other children in our care

If a child is separated from the group three or more times in one day, the child’s parent will be notified and the parent notification will be indicated on the daily log. If a child is separated five times or more in one week or eight times or more in two weeks, the procedure outlined in the section titled “Persistent Unacceptable Behavior” will be followed.

The Positive Supports Rule (PSR- Minnesota Rules, chapter 9544) requires all DHS license holders to use person-centered principles and positive support strategies when providing services for individuals, including children, with developmental disabilities or related conditions.

When determining whether the PSR applies to a child in our care we will:

1. Have a conversation with the parent/guardian about the child’s development to determine if the child is receiving or eligible for Developmental Disability (DD)-related case management services (sometimes this is referred to as Rule 185 case management). If the answer is yes, the PSR applies to the child care services provided to that child.
2. The child’s return to the group will be contingent on the child’s stopping or bringing under control the behavior that precipitated the separation; And
3. The child will be returned to the group as soon as the behavior that precipitated the separated abates or stops.

A child with a developmental disability will likely have been assessed to have substantial limitations in present functioning, showing significantly sub average intellectual functioning, existing at the same time as the child show deficits in adaptive behavior. Both areas must be present and assessed for a child to have a developmental disability.

Significantly sub average intellectual functioningis based on an assessment with one or more standardized intellectual tests. For a child to have a developmental disability, the assessment must determine that the child’s IQ score is 70 or less.

Deficits in adaptive behavior are determined by clinical assessment and, generally standardized scales. For a child with a developmental disability, the assessment determines that there is a significant limitation on the child’s effectiveness in meeting standards of maturation, learning, personal independence, and social responsibility expected for their age level and cultural group.

A child with a related condition includes the following: A diagnosis of cerebral palsy, epilepsy, autism, Prader-Willi syndrome, or any other condition found to be closely related to developmental disability because theconditions impair general intellectual functioning or adaptive behavior similar to that of persons with developmental disabilities. For these children, a diagnosis alone does not determine that they have a related condition because the issues presented may be relatively minor or not impair the child. For example, autism is a condition that is on a spectrum. That diagnosis can present itself over a wide range. Just because a child has a diagnosis of autism does not mean that the PSR applies. The other factor listed below must also be present for the child to have a related condition.

• The condition manifests before the child reaches 22 years of age.
• The condition is likely to continue indefinitely.
• The condition results in substantial functional limitations in three or more of the following six areas - taking the child’s age level into consideration: self-care; understanding and use of language; learning; mobility, self-direction; or, capacity for independent living.

If the child has not received an official assessment, but there are concerns about the child’s development, we will have a conversation with the parents/guardians. (The health information form received within 30 days of the child’s admission to the center will also provide some information about the diagnoses and care needs of the child.) With the information from the child’s health provider and the parents, we will make an informed determination as to whether the child meets the definition of a child with a developmental disability or related condition, and whether the PSR applies to the services provided to that child.

If we enroll or receive a diagnosis of a child with a developmental disability or related condition, we will follow our Special Needs policy under Health Tab page 9. Requirements from the PSR will be incorporated into existing practices for working with the child with special needs, including developing an Individual Child Care Plan (ICCP). An ICCP will be developed based on the information about the child provided in an Individual Education Plan/Coordinated Service and Support Plan with parents, teachers, and professionals incorporating PSR strategies. We will use the DHS forms listed below:

• Child Care Emergency Use of Manual Restraint NOT Allowed Policy Sample (PDF) Nov. 2016
• Guide to the Positive Supports Rule (PDF) Nov. 2016
• Individual CC Program Plan for PSR Sample Form (PDF) Nov. 2016
• Individual CC Program Plan 6-mo Evaluation Sample Form (PDF) Nov. 2016
• Sample Training Record Form for Positive Supports Rule (DHS 6810E-PDF)