Time OutTime OutSecured SeclusionSecured Seclusion

RestraintRestraint

Alexis Cash, Program Facilitator

Time out is a behavioral Time out is a behavioral management technique, when management technique, when used appropriately, can help used appropriately, can help students gain control.students gain control.

Used inappropriately, time out Used inappropriately, time out can significantly disrupt the can significantly disrupt the integrity of the classroom.integrity of the classroom.

Time out may be defined as a Time out may be defined as a period of time in which the period of time in which the student is placed in a less student is placed in a less reinforcing environment.reinforcing environment.

Time out should not be viewed Time out should not be viewed as punishment; it is a as punishment; it is a consequence for the student consequence for the student who is exhibiting targeted, well-who is exhibiting targeted, well-defined understood behavior.defined understood behavior.

Three Major Types of Three Major Types of Time OutTime Out

NonexclusionNonexclusion

ExclusionExclusion

IsolationIsolation

Nonexclusion Time OutNonexclusion Time Out

Allows the student to observe Allows the student to observe ongoing activities but not to ongoing activities but not to participate.participate.

An example of ongoing activities An example of ongoing activities would be: turn away from a would be: turn away from a child.child.

Exclusion Time OutExclusion Time Out

Excluding the student from Excluding the student from participation in and observation participation in and observation of ongoing classroom activities of ongoing classroom activities without removing the student.without removing the student.

Examples of exclusion time out Examples of exclusion time out could be: moving student’s could be: moving student’s chair away from the lunch table chair away from the lunch table or removing a disruptive student or removing a disruptive student to a time out corner in the to a time out corner in the classroom.classroom.

IsolationIsolation

Student is placed in a separate Student is placed in a separate area.area.

Planning and Implementing Planning and Implementing Time OutTime Out

1.1. Define the behaviors targeted for time Define the behaviors targeted for time out.out.

2.2. Develop contingencies to be used prior Develop contingencies to be used prior to time out whenever possible.to time out whenever possible.

3.3. Consider relevant characteristics of the Consider relevant characteristics of the student.student.

4.4. Determine initiation, duration, and Determine initiation, duration, and termination of time out procedures.termination of time out procedures.

5.5. Develop appropriate and adequate Develop appropriate and adequate transition procedures that allow the transition procedures that allow the student to return to classroom activities.student to return to classroom activities.

6.6. Define the types of time out to be used Define the types of time out to be used and the conditions of supervision.and the conditions of supervision.

7.7. Develop procedures for the Develop procedures for the reinforcement of desirable alternative reinforcement of desirable alternative behaviors. Communicate.behaviors. Communicate.

8.8. Develop procedures for ensuring that the Develop procedures for ensuring that the student understands the purpose and student understands the purpose and rules.rules.

9.9. Plan for monitoring and evaluating the Plan for monitoring and evaluating the time out intervention.time out intervention.

First-Level Interventions First-Level Interventions (examples):(examples):

Planned IgnoringPlanned Ignoring Be (or have aide/associate) available to Be (or have aide/associate) available to

counsel, provide one-to-one tutoring, or counsel, provide one-to-one tutoring, or negotiate if the student is involved in a negotiate if the student is involved in a dispute.dispute.

Modify/change student’s assignment to get Modify/change student’s assignment to get him or her re-involved with learning. Select him or her re-involved with learning. Select a task that will provide immediate success.a task that will provide immediate success.

Separate student from others (creative seat Separate student from others (creative seat assignment).assignment).

Send student out of room – on an errand, Send student out of room – on an errand, for a walk, to “cool off”.for a walk, to “cool off”.

Offer a “time – in” situation with a support Offer a “time – in” situation with a support person outside the classroom.person outside the classroom.

Quietly praise other students for ignoring Quietly praise other students for ignoring inappropriate student behavior.inappropriate student behavior.

When possible, talk to disruptive student When possible, talk to disruptive student out of classroom away from other students out of classroom away from other students so that he or she can save face.so that he or she can save face.

Prior to Second-Level Prior to Second-Level InterventionsInterventions

Post the rules and consequences; be sure Post the rules and consequences; be sure students understand them.students understand them.

Identify the situations that reinforce the Identify the situations that reinforce the student’s inappropriate behavior.student’s inappropriate behavior.

State explicitly the behavior that will result State explicitly the behavior that will result in time out.in time out.

Attempt to control the inappropriate Attempt to control the inappropriate behavior with milder interventions (see behavior with milder interventions (see above).above).

Document the use of milder interventions Document the use of milder interventions before using exclusion or seclusion time before using exclusion or seclusion time out; indicate that they have been out; indicate that they have been ineffective.ineffective.

Second and Third-Level Interventions – Second and Third-Level Interventions – Exclusion/Seclusion Time OutExclusion/Seclusion Time Out

Follow written procedures when Follow written procedures when placing a student in exclusion or placing a student in exclusion or seclusion time out, such as the seclusion time out, such as the following:following:

a.a. Avoid lengthy explanations to studentAvoid lengthy explanations to studentb.b. Give students the opportunity to take their Give students the opportunity to take their

own time outown time outc.c. If students refuse to take their own time out If students refuse to take their own time out

or fail to respond to the teacher’s or fail to respond to the teacher’s instructions (within 5 to 10 seconds), instructions (within 5 to 10 seconds), physically remove them to the time out physically remove them to the time out area. It should be noted that area. It should be noted that any staff any staff person person who may be asked or required to who may be asked or required to physically remove a student should physically remove a student should firstfirst be be trained in appropriate physical restraint trained in appropriate physical restraint procedures.procedures.

d.d. Keep time out period brief – 1 to 5 Keep time out period brief – 1 to 5 minutes. (Time out periods longer than minutes. (Time out periods longer than 15 minutes rarely serve their intended 15 minutes rarely serve their intended purpose-temporary withholding of purpose-temporary withholding of positive reinforcement. For time out positive reinforcement. For time out periods longer than 30 minutes, a periods longer than 30 minutes, a supervisory staff person should be supervisory staff person should be consulted about the appropriateness of consulted about the appropriateness of continuing the time out procedure.) In-continuing the time out procedure.) In-school suspension or other out of class school suspension or other out of class but in school interventions should be but in school interventions should be considered.considered.

e.e. Make release from time out contingent Make release from time out contingent on student’s behavior.on student’s behavior.

Plan for TransitionPlan for Transition

Developed and communicated Developed and communicated to students prior to to students prior to implementing time out implementing time out procedures.procedures.

Plan should include a sequence Plan should include a sequence of less restrictive time out of less restrictive time out settings to allow for gradual settings to allow for gradual reentry.reentry.

Records should be kept for each Records should be kept for each occasion when time out is used: occasion when time out is used:

include the following:include the following:a.a. Student’s nameStudent’s nameb.b. Description of episode resulting in Description of episode resulting in

student’s placement in time out (i.e., student’s placement in time out (i.e., behavior, activity, other students behavior, activity, other students involved, staff person who made time out involved, staff person who made time out decision )decision )

c.c. Type of time out (observation, exclusion, Type of time out (observation, exclusion, seclusion)seclusion)

d.d. Date, time, and duration of time outDate, time, and duration of time oute.e. All less restrictive interventions tried but All less restrictive interventions tried but

found ineffectivefound ineffectivef.f. Parent notificationParent notificationg.g. Teacher’s signatureTeacher’s signature

Using Secured Seclusion Using Secured Seclusion (time out room):(time out room):

Secured seclusion should be used Secured seclusion should be used onlyonly

a.a. When less restrictive intervention When less restrictive intervention alternatives have been attempted and alternatives have been attempted and have failed, and this has been have failed, and this has been documented.documented.

b.b. To prevent acute self-mutilative behaviorTo prevent acute self-mutilative behaviorc.c. In an emergency when student shows In an emergency when student shows

evidence that he or she may injure evidence that he or she may injure others.others.

Secured seclusion should Secured seclusion should nevernever be be indicated for the following indicated for the following situations:situations:

a.a. As corporal punishmentAs corporal punishment

b.b. As a punishment technique in a planned As a punishment technique in a planned behavior modification programbehavior modification program

c.c. To correct inappropriate behavior in To correct inappropriate behavior in students who do not pose a threat of students who do not pose a threat of physical harm to themselves or othersphysical harm to themselves or others

d.d. To correct verbally disruptive or To correct verbally disruptive or threatening behaviorthreatening behavior

e.e. To punish for destroying propertyTo punish for destroying property

Students in secured seclusion Students in secured seclusion must be observed must be observed continuously.continuously.

Secured seclusion is not a long-Secured seclusion is not a long-term intervention.term intervention.

If it exceeds 30 minutes, other If it exceeds 30 minutes, other intervention should be used.intervention should be used.

Parental notification is Parental notification is essential. Notification to essential. Notification to parents should include the parents should include the following steps and following steps and information:information:

a.a. Before secured seclusion can be used Before secured seclusion can be used with a student, the school should have on with a student, the school should have on file a permission slip signed and dated by file a permission slip signed and dated by the parent/guardian; this should be the parent/guardian; this should be updated annually. updated annually.

b.b. Parents must be notified each time Parents must be notified each time secured seclusion is used with their child. secured seclusion is used with their child. Notification of the parents will be included Notification of the parents will be included in the report of secured seclusion.in the report of secured seclusion.

Every incidence of secured Every incidence of secured seclusion must be followed by a seclusion must be followed by a meaningful written report. This will meaningful written report. This will include the information indicated in include the information indicated in “Records” under “Exclusionary time “Records” under “Exclusionary time out” as well as the following:out” as well as the following:

a.a. The name of the person observing The name of the person observing secured seclusionsecured seclusion

b.b. A brief summary that also identifies A brief summary that also identifies interventions used after secured interventions used after secured seclusionseclusion

c.c. A written record of parent notification. A written record of parent notification. Contact with parents after the use of Contact with parents after the use of secured seclusion should be mandatory. secured seclusion should be mandatory. Written documentation of telephone Written documentation of telephone notification should be included in the notification should be included in the report. If telephone contact cannot be report. If telephone contact cannot be made, a letter or note should be sent, made, a letter or note should be sent, with a section for the parents’ signature, with a section for the parents’ signature, to be returned to the school to verify that to be returned to the school to verify that the letter was received.the letter was received.

d.d. Signature of building principal (designee) Signature of building principal (designee) and person reporting the use of secured and person reporting the use of secured seclusion seclusion

Reports of secured seclusion Reports of secured seclusion should be made to the school should be made to the school principal at least daily.principal at least daily.

An advisory committee, An advisory committee, consisting of the teacher, consisting of the teacher, principal, behavioral specialist, principal, behavioral specialist, and parent, should be called to and parent, should be called to evaluate the appropriateness of evaluate the appropriateness of using time out as a using time out as a consequence for misbehavior if consequence for misbehavior if its effect in suppressing the its effect in suppressing the behavior is questionable.behavior is questionable.

A secured seclusion room must A secured seclusion room must have the following characteristics:have the following characteristics:

a.a. Must have at least 36 square feetMust have at least 36 square feet

b.b. Must be properly lighted (with the switch outside Must be properly lighted (with the switch outside the room)the room)

c.c. Must be properly ventilatedMust be properly ventilated

d.d. Must be free of objects and fixtures with which Must be free of objects and fixtures with which children could harm themselveschildren could harm themselves

e.e. Must be constructed so that an adult can Must be constructed so that an adult can continuously monitor all areas of the room, continuously monitor all areas of the room, visually and auditorilyvisually and auditorily

f.f. Must not be locked. The door may be actively Must not be locked. The door may be actively secured with a spring bolt or other latching device secured with a spring bolt or other latching device that automatically disengages when released by that automatically disengages when released by the person monitoring the student in the roomthe person monitoring the student in the room

g.g. Must meet all safety and fire code standardsMust meet all safety and fire code standards

Physical RestraintPhysical Restraint

A personal restriction that immobilizes A personal restriction that immobilizes or reduces the ability of a student to or reduces the ability of a student to move his or her torso, arms, legs, or move his or her torso, arms, legs, or head freely. The term physical head freely. The term physical restraint does not include a physical restraint does not include a physical escort. Physical escort means a escort. Physical escort means a temporary touching or holding of the temporary touching or holding of the hand, wrist, arm, shoulder, or back for hand, wrist, arm, shoulder, or back for the purpose of inducing a student who the purpose of inducing a student who is acting out to walk to a safe location. is acting out to walk to a safe location.

Mechanical RestraintMechanical Restraint

The use of any device The use of any device or equipment to restrict or equipment to restrict a student’s freedom of a student’s freedom of movementmovement. .

Mechanical Restraint Cont. Mechanical Restraint Cont. The term does not include devices implemented by The term does not include devices implemented by

trained school personnel or devices utilized by a student trained school personnel or devices utilized by a student that have been prescribed by an appropriate medical or that have been prescribed by an appropriate medical or related service professional and are used for the specific related service professional and are used for the specific and approved purposes for which such devices were and approved purposes for which such devices were designed, ( this must be indicated on the IEP) such as: designed, ( this must be indicated on the IEP) such as:

  

• • Adaptive devices or mechanical supports used to achieve Adaptive devices or mechanical supports used to achieve proper body position, balance, or alignment to allow proper body position, balance, or alignment to allow greater freedom of mobility than would be possible greater freedom of mobility than would be possible without the use of such devices or mechanical supports without the use of such devices or mechanical supports

 •  • Vehicle safety restraints when used as intended during the Vehicle safety restraints when used as intended during the transport of a student in a moving vehicle transport of a student in a moving vehicle

• • Restraints for medical immobilization Restraints for medical immobilization

  

• • Orthopedically prescribed devices that permit a student to Orthopedically prescribed devices that permit a student to participate in activities without risk of harm participate in activities without risk of harm

New Legislation UPDATES!New Legislation UPDATES! The use of mechanical restraint or The use of mechanical restraint or

manual physical restraint that manual physical restraint that restricts a child from breathing is restricts a child from breathing is prohibited!prohibited!

School Personnel is prohibited from School Personnel is prohibited from closing, locking, or physically closing, locking, or physically blocking a student in a room that is blocking a student in a room that is unlit and does not meet the time out unlit and does not meet the time out room code (see slide 24)room code (see slide 24)

Cont. Legislation Updates!Cont. Legislation Updates!

Schools are required to notify Schools are required to notify parents or guardian each time parents or guardian each time restraint or seclusion is used restraint or seclusion is used before the end of the school day before the end of the school day in writing. In addition, efforts in writing. In addition, efforts must be shown to contact by must be shown to contact by telephone or email, or both. telephone or email, or both.

School must keep this in their School must keep this in their records. records.

Legislation Updates

All secured seclusion and restraints will be logged into State Database within 3 days of incident by administration or dean.

All signed reports from parents will be put into the cum file (the left side)

District ProceduresDistrict Procedures

Once Secured Seclusion or Restraint is used by a trained faculty Once Secured Seclusion or Restraint is used by a trained faculty member, the supervising teacher will write the incident up on the member, the supervising teacher will write the incident up on the district electronic form within 2 hours of the ending time of district electronic form within 2 hours of the ending time of incidentincident

Faculty member will then send the incident report to the school Faculty member will then send the incident report to the school administrator and make sure to call to the office and inform them administrator and make sure to call to the office and inform them that an incident has taken place and that the incident report has that an incident has taken place and that the incident report has been sent. been sent.

Administration will then review incident and record any further Administration will then review incident and record any further information from the teacher and call the parent to inform them of information from the teacher and call the parent to inform them of the incident. Inform parents that a written incident report will be the incident. Inform parents that a written incident report will be sent home that day. sent home that day.

If Administration has utilized both telephone and email and has If Administration has utilized both telephone and email and has not received confirmation back from parent, administration will not received confirmation back from parent, administration will send social worker out to the home with the incident report send social worker out to the home with the incident report provided by the district. provided by the district.

District Procedures Cont. District Procedures Cont.

After parent has been made aware of incident by the end of the school After parent has been made aware of incident by the end of the school day, administration will use the district incident report to fill out the State day, administration will use the district incident report to fill out the State Database for Secured Seclusion and Restraint at: Database for Secured Seclusion and Restraint at: https://app1.fldoe.org/ESE/RestraintSeclusionIncident/Default.aspx

You must have username and password provided by district. You must have username and password provided by district.

Once state report has been filled out and saved as a draft, Administration Once state report has been filled out and saved as a draft, Administration will contact Alexis Cash ( casha@mail.santarosa.k12.fl.us) to verify that will contact Alexis Cash ( casha@mail.santarosa.k12.fl.us) to verify that all information has been accounted for. all information has been accounted for.

Within 24 hours of information sent, Alexis Cash will send back verification Within 24 hours of information sent, Alexis Cash will send back verification that the report is accounted for and any changes or updates that need to that the report is accounted for and any changes or updates that need to be added. be added.

Once verification has been sent, the documenting administrator will Once verification has been sent, the documenting administrator will finalize the state incident report, print, and send home by mail within 3 finalize the state incident report, print, and send home by mail within 3 days of initial incident date.days of initial incident date.

Parent must sign and return the incident report. All signed incident reports Parent must sign and return the incident report. All signed incident reports will be placed in the student’s ESE Cumulative File or Section 504 File on will be placed in the student’s ESE Cumulative File or Section 504 File on the left side of folder. the left side of folder.