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ERIC Number: EJ842114
Record Type: Journal
Publication Date: 2009
Pages: 7
Abstractor: As Provided
Reference Count: 12
ISBN: N/A
ISSN: ISSN-0827-3383
Strategies for Crisis Intervention and Prevention-Revised as a Current Proposal in Care of Individuals with Intellectual Disabilities and Challenging Behaviours
West, Sara C.; Kaniok, Przemyslaw
International Journal of Special Education, v24 n1 p1-7 2009
The article relates to the author's former experiences gained during the work with individuals with developmental disabilities at the Association for the Help of Retarded Children, Nassau Chapter in New York State in the United States (US), as well as with autistic children at the Loddon School in Hampshire County in the United Kingdom (UK). Strategies for Crisis Intervention and Prevention-Revised (SCIP-R) were used in both settings. The history of the Strategies for Crisis Intervention and Prevention (SCIP) training program began in the US in the 1980s and was connected with some of the most difficult turning points in the US social care system. For many years, one of the most disturbing issues in providing professional care to individuals with challenging behaviors was to find an appropriate approach to them, especially during their aggressive and self-injurious incidents. SCIP-R is one of the proposals of contemporary solutions to aggressive and challenging behavior of developmentally disabled individuals in care facilities. Its content refers to programs for individuals with other disabilities, as well. SCIP-R is addressed to staff members with direct care responsibilities. The general idea of this comparatively new training program is to prepare employees for prevention crisis and to effectively intervene when behavioral crisis occurs.
International Journal of Special Education. 2889 Highbury Street, Vancouver, BC V6R 3T7, Canada. Web site: http://www.internationaljournalofspecialeducation.com
Publication Type: Journal Articles; Reports - Descriptive
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: New York; United Kingdom (England)