Abuse and Neglect
Teaching Material on Choking
State Agencies Choking Alerts
Teaching Material on Choking
State Agencies Choking Alerts
Transporting a child with a disability to school on a bus is indeed a huge responsibility. For children with a disability, alertness matters as well ensuring bus drivers and matrons are trained on managing many issues that can arise on the bus. the following are the top ten trainings every bus driver and matron should have:
CPR. Although in adults cardiac arrest is often sudden and results from a cardiac cause, in children with cardiac arrest is often secondary to respiratory failure and shock. A CPR course will teach the sequence of steps for children including basic steps for calling for additional assistance.
First Aid. A course in first aid will train bus drivers and matrons steps to take in the case of an emergency. Children with disabilities have a variety of issues, taking a course in a first aid course can help to save a child’s life. Courses should include topics on choking, bleeding, injuries, allergic reactions, sudden illnesses and signs and symptoms.
Disability Awareness. This will help both bus drivers and matrons identify and understand their own personal attitudes and perception regarding children and adults with disabilities.
Overview of Developmental Disability. Understanding the various types of developmental disabilities is vital in transporting children and adults from home to school. A course on developmental disability should include information on learning about the different types of disabilities, including cognitive, physical and invisible. An overview should also include information on barriers that exist for people with disabilities.
Introduction to Epilepsy. Children and adults with disabilities tend to experience a high prevalence of epilepsy. Both drivers and matrons should be aware there are several types of seizures from generalize seizures to partial seizures. Some children experience seizures where it may appear they are simply staring. A training on epilepsy will teach ways to recognize the signs of epilepsy what do to in the event of a seizure while driving.
Understanding Behaviors. All behaviors have a meaning . It is a way of communicating for children and adults who may not have the ability to express pain, fear or anger verbally.
Bus Safety and Disabilities. Bus drivers are generally taught how to drive the bus or van in a safe manner. But what in instances when there is an emergency with children with disabilities on board? There should be training on emergencies that can occur on the bus including fires, accidents, and vehicle breakdown.
Recognizing Abuse. Studies show a large number of children with disabilities are abused and even larger numbers are bullied. a training course in recognizing abuse should cover not only looking for physical signs, but also children who are mistreated and neglected as well.
Safe Loading. Keeping children safe on the bus on van is one of the key responsibilities of the bus driver and matron. Some children with disabilities may use wheelchairs and other adaptive equipment. Trainings should include knowledge on using the wheelchair lift including the manual lift in the case of an emergency. Vital information includes safe securing of lap trays, electrical wheelchairs, vest of harness which should be monitored during the bus ride.
Overview of Autism. While no two students are alike. there are general characteristics that children with autism may exhibit including, anxiety, depression, seizure disorder, cognitive delays, sensory challenges and repetitive behaviors. Being well-informed of autism and how to mange will make the bus ride go smooth on those challenging days.
Can you think of any other important trainings bus drivers and matron should have when transporting a child with a disability?
The following is a training curriculum that serves to train staff (Direct care Professionals) on bath safety. I have included the lesson plan also in a PDF format and a demonstrative checklist. Once completed, staff should be able to show their competency level in bathing an individual safely. This training also satisfies and supports Core Competency 5 (safety) and Core Competency 6(Having a home).
Title: Bath Safety Training
This module is intended to provide direct support professionals with principles and strategies which will assist them in the preparation, supervision and assistance necessary to ensure the safety of people with developmental disabilities. The first section focuses on identifying and evaluating required staff supervision. Section 2 includes the responsibilities of staff during bathing time.
Maximum Group Size:
Training segment 10- competency portion should be conducted one person at a time.
Required Employees: Direct Support Professionals
|Objective 1: The participants will be able to explain bathing risk for people with disabilities|
The trainer will begin this session with a brief introduction on the magnitude of the problem regarding accidental deaths, bathing injuries including scalding. In your own words, please say the following:
Studies show that after the swimming pool, the bathtub is the second major site of drowning in the home including residential settings with seizures accounting for most of the common causes of bathtub drowning.
The National Safety Council reported that one person dies everyday from using bathtub in the United States. That more people have died from bathtub accidents than all forms of road vehicle accidents.
Injuries from the bathroom included slipping and falling when entering or exiting the bathtub or shower.
A study concluded by the State University of New York State found bathing difficulties included maintaining balance when bathing and making transfers.
Inform participants the following:
Near-drowning happens very quickly. Within three minutes of submersion, most people are unconscious, and within five minutes the brain begins to suffer from lack of oxygen. Abnormal heart rhythms (cardiac dysrhythmias) often occur in near-drowning cases, and the heart may stop pumping (cardiac arrest). The blood may increase in acidity (acidosis) and, under some circumstances, near drowning can cause a substantial increase or decrease in the volume of circulating blood. If not rapidly reversed, these events cause permanent damage to the brain
Ask – How much water does it take to drown?
Answer- inches of water in the bathtub. Any amount of water that covers the mouth and nose.
Who is at -risk?
Tell the participants the following people are considered high risk for accidents and drowning in the bathtub or shower:
The trainer will introduce the segment on scald burns. Tell participants that individuals with physical, cognitive and emotional challenges are at high risk for burn injuries due to mobility impairments, muscle weakness and slower reflexes. Further explain that, sensory impairments can result in decrease sensation in the hands and feet with the resident not realizing the water is too hot.
The instructor will discuss the following handout:
Time and Temperature relationship to Severe Burns
|Water Temperature||Time for a third degree burn to occur|
|155° F||1 second|
|148° F||2 seconds|
|140° F||5 seconds|
|133° F||15 seconds|
|127° F||1 minute|
|124° F||3 minute|
|120° F||5 minutes|
|100° F||Safe temperature for bathing|
|Objective 2: Define the Characteristics of a Burn|
In this section, the trainer will give the definition of a burn, Explain to participants that a burn is damage to the skin and underlying tissue caused by heat chemicals or electricity.
Further explain, Burns range is severity from minor injuries that require no medical treatment to serious, life-threatening and fatal injuries. Further explain that burns are categorized by degrees. Have participants turn to the handout on burns.
Superficial (first degree burns)
Partial thickness (second degree) burns
Full thickness (third degree) burns
*Except for very small (about the size of a quarter) full thickness burns will require a skin graft to heal. The patient is taken to the operating room where all the dead tissue is surgically removed. Skin is taken or harvested off an unburned or healed part of that person’s body and grafted or transplanted to the clean burn area. In seven to 14 days, this grafted skin “takes” or adheres to the area and becomes the person’s permanent skin. The donor site (where the skin was harvested from) is treated like a partial thickness burn and heals within 1- to 14 days.
|Objective 3: Identify the process of bathing residents to ensure the process is safely carried out|
The trainer will discuss the importance of following the appropriate steps when giving a resident a shower:
When escorting a resident to the bathroom, the following items should be gathered and taken to the bathroom:
The trainer will remind participants not to leave the participants in the bathroom alone under any circumstances for those requiring supervision.
Ask- What circumstance might a person leave the person alone.
The participant should respond- none.
Click on the link below to download the competency checklist:
Click on the link below to download the training in Word format
October is ADHD Awareness Month. A month designated to bring awareness and acceptance to understanding individuals diagnosed with Attention Deficit Hyperactivity Disorder (ADHD). The first studies on ADHD began to surface in 1902 when British Pediatrician, Sir George Still, described a group of children as disobedient and uninhibited. These behaviors were thought to be based on biology since many family members exhibited similar characteristics
The following are articles on ADHD:
Researchers estimate around 50,000 young people with autism turns 18 every year. Is your organization ready to train these new employees?
Autism Spectrum Disorder is a neurological disorder that includes a wide range (spectrum) of skills, symptoms and levels of support. Although no two people are alike, characteristics may include ongoing challenges with social skills that include difficulty and interacting with others. For those on the higher end of the spectrum, characteristics may include:
It is important to note that autistic employees vary in the workplace. Younger employees may have received a diagnose very early their childhood while those in their 30’s to 50’s were more than likely diagnosed as adults. Many in fact may not realize they are autistic due to lack of information during their formative years. This rings true especially for women who did not fit the typical stereotype of autism.
The use of idioms, sarcasm, irony, metaphors and figure of speech may be difficult since most are literal thinkers.
Due to sensory sensitivities, harsh lighting and certain smells may be intolerable.
May feel anxiety working with groups during an activity, which includes role-playing and case studies.
Discomfort with noise
Coping with the unpredictable
A diagnosis of autism also qualifies under the American Disability Act (ADA). While some may not want to disclose their diagnosis, It’s always a good idea to make sure each person is comfortable in the training. The following are some suggestions:
Some autistic employees have a history of being bullied, which for many have carried over into the workplace. Set rules in the beginning of the training that all participants should be respected.