Utah's Least Restrictive Behavioral Interventions Guidelines

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Name of Strategy F-12. Time Out, Seclusionary Denying student access to reinforcement by removing the student from the instructional setting and placing him/her in a room designed for total social isolation for a relatively short, specified period of time. Description for Implementation o Establish designated area/setting for the child to be referred to. o Establish the amount of time the child will be in the time-out setting (one minute per year of the age of the child). o While in the time-out area, the child should not be addressed by staff or other students. o When amount of time in time-out area is complete, child will return to the activity previously engaged in to maintain normal activity. Child should be held accountable for the work done while in time out. o Staff should refer to specific LEA policy as it relates to the usage of seclusionary time out. o Make certain that all staff who implements aversive interventions are thoroughly trained in the proper procedures. o Staff should refer to specific LEA policy and procedures relating to the usage of time out, seclusionary. o o Special Considerations Adjust the amount for children with attention behavior (e.g., reducing the amount of time). Being in the time-out area should not be humiliating to the child (inform children about the timeout area and explain to them the reason why they would be placed there). If the problem behavior increases rather than decreases, it could be (1) an extinction burst, (2) the student may prefer time out to the instructional setting, or (3) staff may be using time out inconsistently. Effective time out must be a period of time without reinforcement. If the misbehavior continues at the end of the prescribed time, the time may be extended until the student complies, up to 55 minutes. Since seclusionary time out has received a great deal of media attention, parent education and consent are highly important. A student may become aggressive or injure himself/herself or school personnel when escorted to a time out room. Data Sources Follow appropriate documentation procedures from specific LEA policy. These procedures may include a data collection system. For example, each time the intervention is used, the responsible staff member might record the following: o Date o Student name o Problem behavior o The student’s reaction o Length of time intervention was used o Initials of staff member References • Reavis, K., Sweeten, T. M., Jenson, W. R., Morgan,D. P., Andrews, D. J., & Fister, S., (1996). Best practices: Behavioral and educational strategies for teachers. Longmont, CO: Sopris West Publishers, Inc. • Ryan, J. B., Sanders, S., K Katslyannis, A. & Yess, M. L. (2007). Using timeout effectively in the classroom. Teaching Exceptional Children, 39(4), 60-67. • Nelson, C.M. & Rutherford R. (1993). Time out revisited: Guidelines for its use in special education. Exceptional Education Quarterly, 3, 56-67. • Teacher’s Workshop: http://www.teachersworks hop.com/twshop/relational disc.html 81
Name of Strategy F-13. Visual Screen Placement of an eye covering over a student’s eyes for a short period of time, to eliminate reinforcing visual stimuli. Description for Implementation o The visual screening time-out technique is a rarely used procedure. o The student wears a cloth headband, when he/she engages in misbehavior. o The band is placed around eyes for a short period of time. o The student remains at his/her desk in the classroom. o If the student tries to take the band from his/her eyes, he/she is gently manually guided to put his/her hands down. o Make certain that all staff who implements aversive interventions are thoroughly trained in the proper procedures. o Staff should refer to specific LEA policy and procedures relating to the usage of visual screen. Special Considerations In-service training should occur before implementing this intervention. This procedure works will with students who would selfstimulate with their eyes. The covering must not be too tight. Particular attention must be paid to be sure that the student’s breathing is not impaired. Breathing may be blocked if screen covers nose. Student may become aggressive if attempts by the student to remove the screen are blocked. Data Sources Follow appropriate documentation procedures from specific LEA policy. These procedures may include a data collection system. For example, each time the intervention is used, the responsible staff member might record the following: o Date o Student name o Problem behavior o The student’s reaction o Length of time intervention was used o Initials of staff member References • Reavis, K., Sweeten, T. M., Jenson, W. R.Morgan, D. P., Andrews, D. J., & Fister, S., (1996). Best practices: Behavioral and educational strategies for teachers. Longmont, CO: Sopris West Publishers, Inc. 82
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LEAST RESTRICTIVE BEHAVIORAL RESTRI
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Table of Contents Table of Contents
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I. Introduction I.A. Purpose of the
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II. Effective Classroom Management
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likelihood that they will continue
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I.B. Checklist for Classroom Manage
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The RtI Model is a three-tiered sys
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IV. Data Collection IV.A. Data-Base
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Baseline Data Baseline data are col
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IV.C. Classroom Data Behavior Data
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V. Functional Behavior Assessment (
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Behavior Intervention Plan (BIP) Us
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VI.C Emergency Contact Form If an e
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VII. Responsibilities VII.A. Respon
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Selecting Interventions Classroom p
Page 31 and 32: VIII. Intervention Procedures: Over
Page 33 and 34: IX.A. Universal Interventions for P
Page 35 and 36: Name of Strategy Description for Im
Page 37 and 38: Name of Strategy A-6. Differential
Page 39 and 40: Name of Strategy A-6(b). Differenti
Page 41 and 42: Name of Strategy A-6(f). Differenti
Page 43 and 44: Name of Strategy A-10. Group Reinfo
Page 45 and 46: Name of Strategy A-14. Instructiona
Page 47 and 48: Name of Strategy A-17. Parent Train
Page 49 and 50: Name of Strategy A-19(a) Continuous
Page 51 and 52: Name of Strategy A-20. Prompting/ C
Page 53 and 54: Name of Strategy A-24. Staff Traini
Page 55 and 56: IX.B. Targeted Interventions for At
Page 57 and 58: Name of Strategy S-1. Administrativ
Page 59 and 60: Name of Strategy S-4. Detention Bef
Page 61 and 62: Name of Strategy S-9. In-School Sus
Page 63 and 64: Name of Strategy S-12. Planned Igno
Page 65 and 66: Name of Strategy S-15. Response Cos
Page 67 and 68: Name of Strategy S-19. Time Out, In
Page 69 and 70: Name of Strategy o Description for
Page 71 and 72: IX.C. Intensive, Individual Interve
Page 73 and 74: Name of Strategy F-1. Contingent In
Page 75 and 76: Name of Strategy F-1(b). Aromatics
Page 77 and 78: Name of Strategy F-3. Extinction No
Page 79 and 80: Name of Strategy F-7. Mechanical Ha
Page 81: Name of Strategy F-10. Satiation Ad
Page 85 and 86: with at least one of the student’
Page 87 and 88: 4. If the LEA, the parent, and rele
Page 89 and 90: XI. Appendix XI.A. ABC Model ABC/UB
Page 91 and 92: The third condition is knowledge of
Page 93 and 94: Components of a Successful Classroo
Page 95 and 96: Implementation Leadership Team Self
Page 97 and 98: Designing Functional Interventions
Page 99 and 100: ll. Functional Behavioral Assessmen
Page 101 and 102: 6 FUNCTION OF PROBLEM BEHAVIOR FUNC
Page 103 and 104: Functional Behavioral Assessment Te
Page 105 and 106: Student: __________________________
Page 107 and 108: Student:___________________________
Page 109 and 110: Student: __________________________
Page 111 and 112: BEHAVIORAL GRAPHING Student Name: _
Page 113 and 114: OFFICE DISCIPLINE CHECKLIST Conside
Page 115 and 116: DETAILED PROCEDURE FOR DEALING WITH
Page 117 and 118: XII. Frequently Asked Questions (FA
Page 119 and 120: Questions If the offense involved s
Page 121 and 122: Diagnostic assessment Assessment co
Page 123 and 124: Positive behavioral support The app
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Utah's Least Restrictive Behavioral Interventions Guidelines

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