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13. Kevin behavior plan clearly states the interventions that are appropriate and have
proven successful with him in situations prior to September 11,2014. Kevin
becomes more agitated when more people are in the room with him and once he
has become physical only one person should be speaking to him in a calm, matter
of fact tone. The behavior plan also clearly states that yelling or arguing with
Kevin will usually escalate matters.
14. Despite the extremely detailed behavior plan that outlines specific interventions,
crisis planning, and interventions to use, the documentation by the school staff
lists multiple violations of this plan. The district in their voluntary police
statements reports multiple violations of the behavior plan. The district reports
multiple people speaking with Kevin during the incident (no clear team leader
identified), all individuals interacting did not use safe physical management
(ineffectively blocking strikes, lack appropriate CPI safe holds, and the use of
mechanical restraints) and Kevin was not directed to a preferred sensory activity.
The school resource officer was not trained in crisis prevention intervention.
Kevin was handcuffed, put into an extended prone position, and was not provided
access to mental health and medical treatment after the incident.
15. According to the Union Township Police Department voluntary statement form,
Mr. Robinson reports fighting with Kevin for 30 minutes prior to the resource
officer administering handcuffs. The behavior plan states that a calm matter of
fact tone needs to be utilized as well as the absence of arguing.
16. The behavior plan states that there should be minimal people in the room when
Kevin is escalated or engaging in maladaptive target behaviors outlined on the
plan. It is reported that there were a total of 8 other people in the room, besides
Kevin, during the incident on September 11,2014. Officer Siekbert, Mr.
Robinson, Ms. Unterreiner, Mr. Carter, Mr. Walker, Mr. Rothel, Mrs. Rothel, and
Mr. Hatfield all report being in the room with Kevin.
17. A requirement of the behavior support plan implemented with Kevin confirms all
staff working must be trained in safe physical management. Nonviolent physical
crisis intervention (CPI) is a program focusing on the safe management of
disruptive and assaultive behavior. The emphasis of this training is the care,
welfare, safety, and security of those in the care of the school officials. When a
physical restraint is necessary, it should be used in a way to allow the person an
opportunity to deesealate at his or her own pace and reestablish rapport with the
staff. CPI holds are non-harmful restraint positions to safely control the individual
until they can regain control of their behavior. Physical restraint for this purpose
does not include mechanical restraint or prone restraint.
18. The behavior plan states there should be one individual speaking to Kevin when
he is escalated or agitated. Throughout the incident, a minimum of 3 people report
speaking to Kevin. Crisis Prevention Intervention clearly outlines that every team
24. The behavior plan states that all individuals working with Kevin must be trained
in safe physical management. The staff and resource officer did not display the
correct use of CPI. Tnstead of using the behavior support plan training and CPI,
Kevin was handcuffed and placed in the prone position for an extended period of
time. This type of response might conceivably occur in a public place where the
individuals encountering Kevin have no training or knowledge of his history of
behaviors or diagnosis of autism. The staff involved had a specific behavior
support plan, experience with Kevin, and knowledge of his disabilities. The staff
was also aware of his reactions in frustrating or anxiety provoking situations. This
training and information was disregarded, and mechanical restraints and an
extended prone position were utilized instead of his behavior plan.
County of
I-
ft_A--
State of Ohio
I, Alicia Cachat Logernan, on her oath, deposes and says that she is the above-referenced
affiant. The statements in this Affidavit are true to the best of my knowledge and
NOTARY PUBLIC
2014.
Professional Summary
Board Certified Behavior Analyst in good standing with the Behavior Analysis Certification Board since 2010.
Recognized by the State of Ohio board of Psychology with 14 years of experience utilizing research based
therapy techniques and interventions with individuals on the autism spectrum and individuals with a
developmental disabilities and delays. Clinical supervisor and program supervisor of research based therapy
programs for children on the autism spectrum since 2009. Provides research based therapies and training to
school districts, parents, and professionals. Supervise the curriculum and behavior plans of children and staff in
a clinical setting. Executive director and managing partner of an autism treatment center since 2013.
Education, Licensure, and Certification
2014
2011
January 2002
May 2003
December 2002
Continuing Education
approach
to toileting success-Autism Training Solutions
2015 No more diapers: A behavioral
2015 Ethical DiLemmas and Decisions in ABA-Autism Training Solutions
2015 Introduction to Aspergers Syndrome- Autism Training Solutions
2013 Components of Effective, Evidence-Based Behavior Analytic Supervision
2013 Autism. Relationships, Sexuality, and Safety
2012 Sexuality and Sexuality Instruction with Learners with Autism Spectrum Disorder (Ethics)
2012 Punishment
2012 What Siblings Tell Us: The Challenges and Rewards of I-laying a Brother and Sister on the Autism
Spectrum
2012 AAC and Ethical Issues for Behavior Analysts
2012 Ethical Issues in Supervising and Training Behavior Analysts
2012 Functional Analysis & Treatment of Severe Behavior Disorders
2011 Ethical rssues in the Supervision of BIBI Programs (Ethics)
2011 Decreasing Problem Behavior with Positive Behavior Support (PBS): Team Buy-in Difficulties &
Successes, Pan 2
2011 Ethics and Professionalism
2011 Verbal Behavior
2011 Treating Food Refusal and Selectivity in Children with Autism Spectrum Disorders: A Review
2011 Training ABA Providers
2011 Creating and Interpreting Graphs for Behavior Analysts