Module 4: TimeOut

1
Module 4 Time-Out
2
Module 4 Agenda

• Legal requirements
• Continuum of time-out arrangements
• How to use time-out
• Planning
• Implementation
• Monitoring
• Problem-solving

3
Legal RequirementsDefinition of Time-Out

• Time-out is a behavior management technique in
  which, to provide a student with an opportunity
  to regain self-control, the student is separated
  from other students for a limited period in a
  setting
• that is not locked and
• from which the student is not physically
  prevented from leaving
• TAC 89.1053(b)(3)

4
Definition of Time-Out

• Time-out is a behavior management technique in
  which, to provide a student with an opportunity
  to regain self-control, the student is separated
  from other students for a limited period in a
  setting
• that is not locked and
• from which the exit is not physically blocked by
  furniture, a closed door held shut from the
  outside, or another inanimate object
• TEC 37.0021(b)(3)

5
Legal RequirementsUse of Time-Out

• Shall NOT use physical force or threat
• Use in conjunction with array of positive
  behavior intervention strategies
• Include in IEP/BIP if utilized on recurrent basis
• Shall NOT be implemented in fashion that
  precludes involvement and progress in general
  curriculum and IEP
• TAC 89.1053(g)
• TAC 89.1053(g)

6
Legal RequirementsTraining on Use of Time-Out

• Who?
• By 4/1/03General or special education personnel
  who implement time-out based on IEP
• After 4/1/03Newly identified personnel

• What?
• Full continuum of positive behavioral
  intervention strategies
• Impact of time-out on involvement and progress in
  general curriculum and IEP
• TAC 89.1053(h)

7
Time-Out Continuum Key Considerations

• Time-out options fall on a continuum of
  restrictiveness
• Use less restrictive forms before resorting to
  more restrictive options

8
Time-Out Continuum
Less Restrictive
More Restrictive
Head Down
Time-Out Chair/Rug
Time-Out Screen
Remove Materials
Planned Ignoring
Time-Out Room
Time-Out Card
9
Legal RequirementsSeclusion

• A school district employee or volunteer or an
  independent contractor of a district may not
  place a student in seclusion.
• TEC 37.0021

SECLUSION
10
Seclusion Exemptions

• A school district employee or volunteer or an
  independent contractor of a district may not
  place a student in seclusion.
• This subsection does not apply to the use of
  seclusion in a court-ordered placement, other
  than a placement in an educational program of a
  school district, or in a placement or facility to
  which the following law, rules, or regulations
  apply
• TEC 37.0021(c)

11
Legal RequirementsSeclusion

• Seclusion means a behavior management technique
  in which a student is confined in a locked box,
  locked closet, or locked room that
• is designed solely to seclude a person and
• contains less than 50 square feet of space
• TEC 37.0021

12
How to Use Time-OutStep 1 Targeting Behavior

• Generate list of inappropriate behaviors
• Operationalize behaviors
• Prioritize behaviors

13
Operational Definition

• Non-Example
• Aggression
• Disruptive behavior
• Mean

• Example
• Hits other students
• Screams, climbs on furniture
• Tells other students they are stupid

14
How to Use Time-OutStep 2 Decision-Making

• Will time-out be used as a consequence for one or
  more of the target behaviors? If so, for which
  behaviors?
• What form of time-out will be used?
• How long will time-out be?

15
How to Use Time-OutStep 2 Decision-Making
(cont.)

• Who will teach the student the time-out
  procedure?
• What will happen if the student refuses to go to
  time-out?
• How will the student be released from time-out?
• How will the effects of time-out be monitored?

16
How to Use Time-OutStep 3 Implementation
the time-out procedure!
Teach
17
How to Use Time-OutStep 3 Implementation (cont.)

• When the target misbehavior occurs
• Simply say, That is (name the misbehavior).
  Time-out
• Implement the designated procedure
• Allow a reasonable wait time for the student to
  go to time-out
• Ignore mildly inappropriate behavior as the
  student goes to time-out or takes time-out

18
How to Use Time-OutStep 3 Implementation (cont.)

• DO NOT
• Give further explanation
• Become involved in an argument with the student
• Cajole or threaten the student
• Escalate the situation
• Interact with the student during time-out

19
How to Use Time-OutStep 3 Implementation (cont.)

• Remember
• Use the time-out procedure every time!
• Require student to complete the request or task
  after time-out, or any work missed during
  time-out.

20
Legal RequirementsDocumentation of Time-Out

• Addressed in IEP and/or BIP
• Considered by ARD Committee to judge
  effectiveness of intervention and provide basis
  for continued use
• TAC 89.1053(i)

21
How to Use Time-OutStep 4 Evaluation

• Data Collection
• Effects on target behavior
• Use of time-out procedure

22
Evaluation of the Effects of Time-out

• Time-out is a behavior reductive procedure. If
  the target behavior does not decrease
• Address implementation, or
• Implement alternative procedure
• High-frequency behaviors will get quick results
• Low-frequency behaviors will take longer for
  time-out to work

23
Frequency Monitoring

• Determine when you will measure the behavior.
• When is the behavior most likely to occur?
• Monitor for the same length of time each day.
• Record a tally mark each time the target behavior
  occurs.
• Display raw data on a line graph or bar graph.

24
Activity Evaluating Time-Out
25
Evaluation of the Use of Time-out

• Documentation elements
• Date
• Students name
• Target behavior that resulted in time-out
• Type of time-out used
• When time-out occurred
• Who gave time-out

• Time of onset of time-out
• When time-out ended
• Students behavior during time-out
• Whether student required additional minutes of
  time-out
• Students behavior following time-out

26
Problem-Solving When Time-Out is Not Working

• If data indicate little or no change in target
  behavior, answer these questions
• Has time-out been applied every time the target
  behavior occurred?
• Has the target behavior been adequately
  operationalized?
• Was the student taught how to take time-out?
• Have all sources of reinforcers been controlled
  while the student is in time-out?
• Are you sure that the function of the misbehavior
  is attention?

27
Problem-Solving When Time-Out is Not Working
(cont.)

• 6. Is the time-in environment
  reinforcement-rich? Does the student receive
  high levels of reinforcement for appropriate
  behavior?
• 7. Has time-out been implemented correctly by
  all personnel?
• 8. Has the student been required to complete
  requests or tasks that preceded the time-out?

28
So.Now What??

• If the answer to any of these question is no,
  address the implementation issue before
  abandoning the technique or moving to a more
  restrictive technique.

29
So.Now What??

• If all these questions are answered yes, you
  should do one of the following
• Use the same time-out procedure, but extend the
  length of time
• Use a different time-out procedure
• Use another procedure all together

30
Big Ideas!

• Time-out is defined in TAC 89.1053.
• Time-out must not be locked, nor can students be
  prohibited from leaving time-out.
• Physical force cannot be used to place students
  in time-out.
• Time-out should be a consequence planned by each
  students IEP committee, and specified in the IEP
  and/or BIP.

31
Big Ideas!

• Time-out must only be used in conjunction with an
  array of positive behavioral supports. (Time-in
  must be reinforcing!)
• The least restrictive form of time-out needed to
  effectively reduce the target behavior should be
  utilized.
• Time-out use must be documented, and the effects
  monitored in in IEP.