[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"doc-seo-537445-105":3,"detail-sidebar-cat-0-en-105":81,"doc-detail-537445-en":130},{"code":4,"msg":5,"data":6},0,"ok",{"site_id":7,"language":8,"slug":9,"title":10,"keywords":11,"description":12,"schema_data":13,"social_meta":74,"head_meta":76,"extra_data":78,"updated_unix":80},105,"en","illinois-asthma-episode-emergency-response-protocol-purpose-and-procedures","Illinois Asthma Episode Emergency Response Protocol - Purpose and Procedures","","Illinois Asthma Episode Emergency Response Protocol provides purpose, equipment requirements, and step-by-step actions for staff when a student experiences an asthma exacerbation. It outlines procedures for mild to severe episodes, including when to assess symptoms, contact school nursing staff, call 911, notify parents or guardians, and administer prescribed quick-relief medication or school undesignated asthma medication. The protocol also covers actions for loss of consciousness, no quick-relief medication, medication access policy checks, monitoring after improvement, escalation on no improvement, and required incident recording and reporting within specified timelines.",{"@graph":14,"@context":73},[15,34,56],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/healthcare/","Healthcare",3,{"item":32,"name":10,"@type":21,"position":33},"https://docshare.wps.com/document/illinois-asthma-episode-emergency-response-protocol-purpose-and-procedures/537445/",4,{"url":32,"name":10,"@type":35,"image":36,"author":41,"headline":10,"publisher":44,"fileFormat":47,"inLanguage":8,"description":12,"dateModified":48,"datePublished":49,"encodingFormat":47,"isAccessibleForFree":50,"interactionStatistic":51},"DigitalDocument",{"url":37,"@type":38,"width":39,"height":40},"https://docshare.wps.com/thumbnails/illinois-asthma-episode-emergency-response-protocol-purpose-and-procedures/537445.png","ImageObject",300,407,{"name":42,"@type":43},"Indoniesian Boy","Person",{"url":19,"name":45,"@type":46},"DocShare","Organization","application/pdf","2026-11-09","2026-10-10",true,{"@type":52,"interactionType":53,"userInteractionCount":55},"InteractionCounter",{"@type":54},"ViewAction",7,{"@type":57,"mainEntity":58},"FAQPage",[59,65,69],{"name":60,"@type":61,"acceptedAnswer":62},"What symptoms indicate an asthma episode and what should staff do first?","Question",{"text":63,"@type":64},"Staff should assess the student for asthma episode symptoms such as wheezing, coughing, shortness of breath, chest tightness, and difficulty breathing. If the student reports needing an inhaler, that report should receive primary weight even without other symptoms. Staff should summon or notify the school nurse regardless of severity and report findings.","Answer",{"name":66,"@type":61,"acceptedAnswer":67},"When should staff call 911 during a severe asthma episode?",{"text":68,"@type":64},"Staff should call 911 immediately if the student has severe symptoms such as very fast or hard breathing, nasal flaring, skin retracting over the neck/stomach/ribs, inability to walk or speak, or blue lips or fingernail beds. The protocol also instructs calling the school nurse (if not present) and contacting the parent or guardian.",{"name":70,"@type":61,"acceptedAnswer":71},"What steps follow after quick-relief medication is given, and what if there is no improvement?",{"text":72,"@type":64},"After giving quick-relief medication, staff should monitor the student for 15–20 minutes, allow return to class if appropriate, and repeat medication every 10–20 minutes or per the Asthma Action Plan until help arrives or breathing improves. If there is no improvement within 10 minutes, symptoms worsen, or severe worsening symptoms develop, staff must call 911 immediately.","https://schema.org",{"og:url":32,"og:type":75,"og:title":10,"og:site_name":45,"og:description":12},"article",{"robots":77,"canonical":32},"index,follow",{"doc_id":79,"site_id":7},537445,1791667533,{"code":4,"msg":82,"data":83},"success",[84,88,92,96,101,106,109,114,119,122,126],{"id":22,"doc_module":4,"doc_module_name":25,"category_name":85,"show_sort_weight":86,"slug":87},"Story & Novel",90,"story-novel",{"id":26,"doc_module":4,"doc_module_name":25,"category_name":89,"show_sort_weight":90,"slug":91},"Literature",80,"literature",{"id":33,"doc_module":4,"doc_module_name":25,"category_name":93,"show_sort_weight":94,"slug":95},"Exam",70,"exam",{"id":97,"doc_module":4,"doc_module_name":25,"category_name":98,"show_sort_weight":99,"slug":100},5,"Comic",60,"comic",{"id":102,"doc_module":4,"doc_module_name":25,"category_name":103,"show_sort_weight":104,"slug":105},6,"Technology",50,"technology",{"id":55,"doc_module":4,"doc_module_name":25,"category_name":29,"show_sort_weight":107,"slug":108},40,"healthcare",{"id":110,"doc_module":4,"doc_module_name":25,"category_name":111,"show_sort_weight":112,"slug":113},8,"Research & Report",30,"research-report",{"id":115,"doc_module":4,"doc_module_name":25,"category_name":116,"show_sort_weight":117,"slug":118},9,"Religion & Spirituality",20,"religion-spirituality",{"id":117,"doc_module":4,"doc_module_name":25,"category_name":120,"show_sort_weight":117,"slug":121},"World Cup","world-cup",{"id":123,"doc_module":4,"doc_module_name":25,"category_name":124,"show_sort_weight":123,"slug":125},10,"Lifestyle","lifestyle",{"id":127,"doc_module":4,"doc_module_name":25,"category_name":128,"show_sort_weight":97,"slug":129},19,"General","general",{"code":4,"msg":82,"data":131},{"doc_id":79,"user_id":132,"nickname":42,"user_avatar":133,"doc_module":4,"category_id":55,"category_name":29,"doc_title":10,"doc_description":12,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":55,"is_deleted":4,"is_public":22,"is_downloadable":22,"audit_status":22,"page_count":30,"language":139,"language_code":8,"site_id":7,"html_lang":8,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":12,"update_tm":143,"read_time":110,"preview_page_count":4},962090760608,"https://ap-avatar.wpscdn.com/davatar_276721f389ce27ea32af1340a28f341c","Illinois Asthma Episode Emergency Response Protocol*  \nThis document was prepared by the Illinois State Board of Education in collaboration with the Respiratory Health Association, Illinois Asthma Partnership, Chicago Asthma Consortium, and Illinois Department of Public Health. Public Act 100-726 allows schools to maintain undesignated asthma medication.  \nPurpose  \nThe purpose of this document is to aid a student experiencing asthma exacerbation as evidenced by wheezing, coughing, shortness of breath, chest tightness, and/or breathing difficulty.  \nEquipment and Supplies  \n1. Prescribed quick-relief medication (albuterol, ProAir, Proventil, Ventolin, etc.) . Many studentshave their own inhaler on their person, as allowed by state law PA 100-726. If asthma medication is noton the student, immediately summon school staff members who have access to the medication.  \n2. All equipment and supplies necessary for administering asthma medication (spacer, nebulizer machine, etc.)  \n3. Student’s Asthma Action Plan (if available)  \nProcedures  \n\n| Step | Condition | Action |\n| --- | --- | --- |\n| 1 | Asthma Episode\u003Cbr>If student exhibits any of the following signs such as wheezing, coughing, shortness of breath, chest tightness, or difficulty breathing   | • Assess student for any asthma episode symptoms.\u003Cbr>• Student report of “needing my inhaler” should be given primary weight even in the absence of other symptoms.\u003Cbr>• Summon or notify school nurse of student’s condition regardless of severity of symptoms and report findings (if non-nurse is assisting student) . |\n\nAll staff members should review this protocol. Any staff member who may be likely to assist a student with asthma should review this protocol and practice with a “trainer” for the student’s quick-relief medication OR the school’s undesignated asthma medication. Training should be provided by a Registered Nurse (RN) assigned to the school, if available or by  \n\n| 2 | Severe Asthma Episode\u003Cbr>If student has any one or more of the following severe asthma episode symptoms:\u003Cbr>• Very fast or hard breathing\u003Cbr>• Nasal flaring\u003Cbr>• Skin retracting/sucking over child’s neck, stomach, or ribs with breaths\u003Cbr>• Breathing so hard they cannot walk or speak\u003Cbr>• Lips or fingernail beds turn blue |  | Do the following in this order:\u003Cbr>• CALL 911 IMMEDIATELY\u003Cbr>• CALL SCHOOL NURSE (RN) IF NOT ALREADY PRESENT\u003Cbr>• CALL PARENT/GUARDIAN\u003Cbr>• Continue to step 5 “Quick-Relief Medication”. |\n| --- | --- | --- | --- |\n| 3 | Loss of Consciousness\u003Cbr>If student appears to lose consciousness or ability to participate in own treatment   |  | • Call 911, if not already summoned. |\n| 4 | No Quick Relief Medication available\u003Cbr>Student has no quick relief medication. |  | • CALL 911 IMMEDIATELY\u003Cbr>• CALL SCHOOL NURSE (RN), IF NOT ALREADY PRESENT\u003Cbr>• CALL PARENT/GUARDIAN |\n|  | Does school have an undesignated asthma medication policy/medications? |  |  |\n|  | Yes--> go to Step 5 | No--> Follow no. 4 action steps |  |\n| 5 | Quick-Relief Medication\u003Cbr>If student has quick relief medication available ORUndesignated Asthma Medication is available and the episode is not an emergency   |  | • Assess respiratory status using peak flow meter.\u003Cbr>• Give/assist with giving prescribed asthma quick relief medication (with delivery device) as authorized by student’s Asthma Action Plan or medical orders.\u003Cbr>• Stay with the student and observe for improvement.\u003Cbr>a. Stay calm, speak softly, encourage student to takeslow, deep breaths.\u003Cbr>b. Seat student comfortably, indoors if possible. Remove outerwear, if present, and loosen clothing, if needed.\u003Cbr>• Do not permit student to lie down or fall asleep. |\n\nAll staff members should review this protocol. Any staff member who may be likely to assist a student with asthma should review this protocol and practice with a “trainer” for the student’s quick-relief medication OR the school’s undesignated asthma medication. Training should be provided by a Registered Nurse (RN","cbCailLXOoFOkQbh","https://ap.wps.com/l/cbCailLXOoFOkQbh","pdf",128944,"English","# Purpose\n# Equipment and Supplies\n# Procedures\n## Asthma Episode\n## Severe Asthma Episode\n## Loss of Consciousness\n## No Quick Relief Medication Available\n## Quick-Relief Medication\n## Improvement\n## No Improvement\n## Recording Incidents","[{\"question\":\"What symptoms indicate an asthma episode and what should staff do first?\",\"answer\":\"Staff should assess the student for asthma episode symptoms such as wheezing, coughing, shortness of breath, chest tightness, and difficulty breathing. If the student reports needing an inhaler, that report should receive primary weight even without other symptoms. Staff should summon or notify the school nurse regardless of severity and report findings.\"},{\"question\":\"When should staff call 911 during a severe asthma episode?\",\"answer\":\"Staff should call 911 immediately if the student has severe symptoms such as very fast or hard breathing, nasal flaring, skin retracting over the neck/stomach/ribs, inability to walk or speak, or blue lips or fingernail beds. The protocol also instructs calling the school nurse (if not present) and contacting the parent or guardian.\"},{\"question\":\"What steps follow after quick-relief medication is given, and what if there is no improvement?\",\"answer\":\"After giving quick-relief medication, staff should monitor the student for 15–20 minutes, allow return to class if appropriate, and repeat medication every 10–20 minutes or per the Asthma Action Plan until help arrives or breathing improves. If there is no improvement within 10 minutes, symptoms worsen, or severe worsening symptoms develop, staff must call 911 immediately.\"}]","Illinois Asthma Episode Emergency Response Protocol - Purpose and Procedures | PDF",1791604713]