CDeT: Training with an Emphasis on Safety

December 9, 2019 posted by

CDeT stands for Crisis De-escalation
Training. CDeT is really the culmination of over 50 years of clinical
experience from individuals at the Faison Center. So it started off as a
project when I came on board in 2015 to develop a system to keep the individual
students and clients that we serve here safe even in the most difficult of
circumstances. Three years ago a change took place at the Faison school by leveraging input from teachers, teaching assistants and other staff members. The
leadership of the school decided that its current training program should be
enhanced and it CDeT crisis de-escalation training was born. Here at
the Faison school we enrolled 200 students and are open 232 days a year
versus public schools which are only open 180 days a year. We have a two day
12 hour and a multi-week in-class training program with recertification
done annually. Our staff and teachers also receive periodic reviews by
supervisors. Our training program known as CDeT was created by clinicians with
over 50 years combined experience and was reviewed by parents, the office of
Human Rights and outside experts in pediatrics and behavior analysis. It is
approved by the Department of Behavioral Health and Developmental Services. We
started by looking at a lot of commercially available systems out there
and then we decided that none of them really served the particular types of
students and individuals that we have here at the Faison Center so a group of us have
been trainers and multiple different systems came together, reviewed a bunch
of materials and started from scratch and so we put a lot of individualized
procedures in here that we found to be especially helpful for the clients that
we serve, particularly those diagnosed with autism, that engage in very severe
problem behavior. At Faison we serve children with chronic
and treatment-resistant problem behavior. This behavior can occasionally or
frequently be dangerous to the child or others around them. Many of the students
referred to us have been relegated to homebound services, kicked out of other
schools and are often in crisis when they come through our doors for the
first time. Approximately 90% of students referred to us have histories of
attempting to hurt others which ranges from mild forms of hitting or pinching
to head directed punches, kicking people in the knees, dragging someone to the
floor biting and tearing skin and throwing large heavy objects at others.
About 55% are referred due to self injury, issues of trying to harm
themselves, these include severe cases involving forceful head to surface
directed strikes such as head to desk or head to window strikes, fists to eye
directed hits, tissue damaging and self fighting. Approximately 45 percent are
referred to our school due to issues of actively attempting to run away out of
the school building and into dangerous places such as busy roadways. The population of students that Faison serves is a population of, we mainly serve students with autism and intellectual disabilities and in
particular even within that population we serve students who often present with
severe problem behavior. They potentially often haven’t been able to be served
safely and effectively in other settings, like a public schools setting,
often times they may have even been through multiple other private day
schools or being served at home before they get to us so we serve a very small
slice of the population that can present with very challenging and often
dangerous behaviors such as aggression or self-injury, things that they are
harming themselves or could hurt others seriously. We are as successful as we are
in serving these individuals because of the training that our staff gets
certainly both in crisis de-escalation training and also just generally working
with this population and how to best serve them and treat the challenging
behavior that we see. So because of that training our staff are able to do you
know what they do very well.

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