Texas Behavior Support Initiative: Module 4 Module 4: Time-Out Texas Behavior Support Initiative: Module 4

Texas Behavior Support Initiative: Module 4 Module 4: Agenda Legal requirements Continuum of time-out arrangements How to use time-out Planning Implementation Monitoring Problem-solving Texas Behavior Support Initiative: Module 4

Legal Requirements 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 student is not physically prevented from leaving TAC 89.1053(b)(3) Texas Behavior Support Initiative: Module 4

Legal Requirements Use 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) Texas Behavior Support Initiative: Module 4

Legal Requirements Training on Use of Time-Out Who? By 4/1/03—General or special education personnel who implement time-out based on IEP After 4/1/03—Newly 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) Texas Behavior Support Initiative: Module 4

Time-Out Continuum: Key Considerations Time-out options fall on a continuum of restrictiveness Use less restrictive forms before resorting to more restrictive options Texas Behavior Support Initiative: Module 4

Texas Behavior Support Initiative: Module 4 Time-Out Continuum Less Restrictive More Restrictive Head Down Time-Out Chair/Rug Remove Materials Time-Out Screen Planned Ignoring Time-Out Room Time-Out Card Texas Behavior Support Initiative: Module 4

Legal Requirements Seclusion A school district employee or volunteer or an independent contractor of a district may not place a student in seclusion. TEC 37.0021 SECLUSION Texas Behavior Support Initiative: Module 4

Legal Requirements Seclusion 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 Texas Behavior Support Initiative: Module 4

How to Use Time-Out Step 1: Targeting Behavior Generate list of inappropriate behaviors Operationalize behaviors Prioritize behaviors Texas Behavior Support Initiative: Module 4

Operational Definition Non-Example Aggression Disruptive behavior Mean Example Hits other students Screams, climbs on furniture Tells other students they are “stupid” Texas Behavior Support Initiative: Module 4

How to Use Time-Out Step 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? Texas Behavior Support Initiative: Module 4

How to Use Time-Out Step 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? Texas Behavior Support Initiative: Module 4

How to Use Time-Out Step 3: Implementation the time-out procedure! Teach Texas Behavior Support Initiative: Module 4

How to Use Time-Out Step 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 Texas Behavior Support Initiative: Module 4

How to Use Time-Out Step 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 Texas Behavior Support Initiative: Module 4

How to Use Time-Out Step 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. Texas Behavior Support Initiative: Module 4

Legal Requirements Documentation 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) Texas Behavior Support Initiative: Module 4

How to Use Time-Out Step 4: Evaluation Data Collection: Effects on target behavior Use of time-out procedure Texas Behavior Support Initiative: Module 4

Evaluation of the Effects of Time-out Time-out is a behavior reductive technique. 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 Texas Behavior Support Initiative: Module 4

Texas Behavior Support Initiative: Module 4 Frequency Monitoring Determine when you will measure the behavior. When is the behavior is 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. Texas Behavior Support Initiative: Module 4

Activity: Evaluating Time-Out Texas Behavior Support Initiative: Module 4

Evaluation of the Use of Time-out Documentation elements: Date Student’s 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 Student’s behavior during time-out Whether student required additional minutes of time-out Student’s behavior following time-out Texas Behavior Support Initiative: Module 4

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? Texas Behavior Support Initiative: Module 4

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? Texas Behavior Support Initiative: Module 4

Texas Behavior Support Initiative: Module 4 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. Texas Behavior Support Initiative: Module 4

Texas Behavior Support Initiative: Module 4 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 Texas Behavior Support Initiative: Module 4

Texas Behavior Support Initiative: Module 4 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 student’s IEP committee, and specified in the IEP and/or BIP. Texas Behavior Support Initiative: Module 4

Texas Behavior Support Initiative: Module 4 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. Texas Behavior Support Initiative: Module 4