The name of the association that provides this crisis management training and
PCMA certification
Minor behavior problems, whether predictable or unpredictable, can very often be
Prevention eliminated using ___ and de-escalation strategies
Practitioners only use the procedures needed to stop crisis, this is, nothing more
Restrictive ___ than necessary.
Practitioners must perform PCM procedures as taught, practitioners MUST NOT ___
modify any PCM procedure.
14 Level P hours
16 Level P1 hours
22 P2P, P2S, P2PS hours
All PCM procedures place an individual in a natural and ____ position and
horizontal procedures always use a clean ___ ___ ___ for the comfort and
Comfortable, soft foam mat protection of the individual.
The emphasis on the comfort of individuals ensures that PCM practitioners keep a
Positive ___ relationship with their students.
PCM's use of the "least restrictive intervention" results in more opportunities for
Make choices individuals to ____ ____ even during crisis intervention.
PCM transportation procedures include the automatic use of behavioral procedures
Shaping and fading called ____ __ ____
CASH
Continuous aggression, continuous self-
injury, continuous disruption
Transportation could possibly ____ crisis behavior by removing the individual from a
Reinforce place/ situation they dislike
after using a personal safety release, if staff don't immediately use transportation or
attack again immobilization, the individual will very likely ____ ____
stable people who are closely supervised tend to be more ___
behavior and physiology change in _________ ways when moving through the cycle
predictable of crisis
prevention stable functioning uses ______ strategies
de-escalation pre-crisis uses ______ strategies
crisis crisis uses ______ intervention strategies (procedures)
reintegration post crisis uses _________ strategies
when looking at what to teach, if the curriculum isn't well matched to the individual's
needs and abilities ______ __ ________, it could result in increased problem behavior
prevention is used to increase on-task or "engaged" behaviors which are
incompatible ______________ with crisis behavior
knowledge about the __________ will help staff choose the best ways to prevent
individual problem behavior
classrooms and treatment programs with higher levels of positive reinforcement also
engagement see higher levels of ____________
junk ____ behavior is managed immediately with non-reactive responding
de-escalation strategies are used the moment behavior moves from stable
pre crisis functioning to ___-______
off task ___-____ behavior is when someone stops doing the assigned task or activity.
PCMA certification
Minor behavior problems, whether predictable or unpredictable, can very often be
Prevention eliminated using ___ and de-escalation strategies
Practitioners only use the procedures needed to stop crisis, this is, nothing more
Restrictive ___ than necessary.
Practitioners must perform PCM procedures as taught, practitioners MUST NOT ___
modify any PCM procedure.
14 Level P hours
16 Level P1 hours
22 P2P, P2S, P2PS hours
All PCM procedures place an individual in a natural and ____ position and
horizontal procedures always use a clean ___ ___ ___ for the comfort and
Comfortable, soft foam mat protection of the individual.
The emphasis on the comfort of individuals ensures that PCM practitioners keep a
Positive ___ relationship with their students.
PCM's use of the "least restrictive intervention" results in more opportunities for
Make choices individuals to ____ ____ even during crisis intervention.
PCM transportation procedures include the automatic use of behavioral procedures
Shaping and fading called ____ __ ____
CASH
Continuous aggression, continuous self-
injury, continuous disruption
Transportation could possibly ____ crisis behavior by removing the individual from a
Reinforce place/ situation they dislike
after using a personal safety release, if staff don't immediately use transportation or
attack again immobilization, the individual will very likely ____ ____
stable people who are closely supervised tend to be more ___
behavior and physiology change in _________ ways when moving through the cycle
predictable of crisis
prevention stable functioning uses ______ strategies
de-escalation pre-crisis uses ______ strategies
crisis crisis uses ______ intervention strategies (procedures)
reintegration post crisis uses _________ strategies
when looking at what to teach, if the curriculum isn't well matched to the individual's
needs and abilities ______ __ ________, it could result in increased problem behavior
prevention is used to increase on-task or "engaged" behaviors which are
incompatible ______________ with crisis behavior
knowledge about the __________ will help staff choose the best ways to prevent
individual problem behavior
classrooms and treatment programs with higher levels of positive reinforcement also
engagement see higher levels of ____________
junk ____ behavior is managed immediately with non-reactive responding
de-escalation strategies are used the moment behavior moves from stable
pre crisis functioning to ___-______
off task ___-____ behavior is when someone stops doing the assigned task or activity.
