TCIS

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Across
  1. 3. the goals of this are to provide immediate help and support to reduce emotional intensity, resolve the immediate crisis and keep the student in the activity
  2. 6. this phase occurs when the student acts in a manner that could cause self-injury or could endanger others to the extent that we must now intervene an contain the situation
  3. 8. the number of behavior support techniques in TCIS
  4. 9. imminent risk of harm
  5. 10. this aggression is affective or expressive, emotions are dominant and there is loss of control and emotions are dominant
  6. 11. this phase occurs when the student becomes more and more aroused, upset or agitated and begins to be disruptive and destructive.
  7. 12. one goal of crisis intervention that helps students learn and practice ways to regulate their emotions and behaviors
  8. 14. signals the student to either begin a desired behavior or stop and inappropriate action - this is a behavior support technique
  9. 17. a predisposing risk factor that will put a student at greater risk of serious injury during a physical restraint
  10. 20. this aggression is goal oriented
  11. 21. higher,no change and lower are outcomes of this
  12. 22. this is one example of a pain based behavior
  13. 24. this affects how children think, feel and behave
Down
  1. 1. states what is expected of the student, directed by the team leader, is supportive of the student and sets the tone for the recovery process
  2. 2. this TCIS team is caring, supportive and always has students best interests in mind
  3. 4. this identifies and validates feelings, reduces defensiveness, promotes change, communicates that we care and understand, is an effective co-regulation strategy and helps students "talk out rather than act out."
  4. 5. anything that makes challenging behavior or traumatic stress responses more or less likely to occur.
  5. 7. being aware of personal goals, values, beliefs, understanding cultural and ethnic differences and each other's world view, demonstrating self-regulation skills and knowing personal triggers
  6. 13. monitor personal levels of stress and maintain a healthy lifestyle
  7. 15. the most restrictive behavior support technique
  8. 16. the number of questions needed to ask yourself in a crisis situation
  9. 18. in a restraint we always need to monitor this in a student
  10. 19. this is a nonverbal technique used to deescalate an upset student
  11. 22. the deprivation of oxygen to living cells
  12. 23. this is the acronym used for the LSI