Specifications include, but are not limited to: Training programs and their materials must meet the following criteria: • Teach appropriate procedures for preventing the need for physical restraint, including de-escalation of dangerous behavior • Emphasize positive supports and relationship-building to prevent the need for physical restraint • Instruct in the use of alternatives to physical restraint • Support participants to identify dangerous behaviors that may indicate the need for physical restraint and methods for evaluating the risk of harm to determine if physical restraint is warranted • Provide participants with simulated experience in administering and in receiving a variety of physical restraint techniques, across a range of increasingly restrictive interventions • Identify prone and supine restraint as most restrictive and indicate they are to be used only in the most extreme situations • Distinguish between procedures for moving, escorting, and transferring people compared to stationary restraints • Instruct regarding the effects of physical restraint on the person restrained, including monitoring physical signs of distress and how to obtain medical assistance • Teach appropriate procedures for conducting a medical evaluation of a person after restraint has ended and when to seek outside medical assistance for a student or staff • Outline best practices for debriefing a restraint incident with the student involved, the staff involved, the student’s family, and the rest of a student’s support team where appropriate • Instruct regarding investigation of injuries and complaints • Ensure training content is consistent with State Board Rule 4500
