A Helene Robinson, Ed.D. FMEA 2016 Conference Supplemental handout to Pre-Workshop session, “Using PBS and UDL in the Music Classroom...”
a behavior reduction procedure or form of punishment in which students are denied access to all opportunities for reinforcement, contingent upon their displaying inappropriate behavior (Alberto & Troutman, 2006 a behavior is reduced by withdrawing the opportunity for reinforcement for a period of time following the occurrence of (be behavior (Nelson &Rutherford, 1983). a number of related procedures designed to reduce inappropriate student behavior by removing a student from a reinforcing environment
Inclusion Time-Out Planned Ignoring ▪ Systematic withdrawal of social attention for a predetermined time period upon the onset of mild levels of problem behavior. Withdrawl of Materials ▪ Removing reinforcing materials from a student for a specified period of time when the student exhibits inappropriate behavior. It also usually accompanied by removal of adult attention. Contingent Observation ▪ Student moves to another location in the classroom and is instructed to observe the class without participating or interacting in any way for a predetermined period of time. Time Out Ribbon ▪ Student wears a ribbon or other object as long as he or she behaves appropriately. When a student exhibits inappropriate behavior, the ribbon is removed for a brief period of time. When the ribbon is removed, so is access to reinforcement.
Exclusion Time-Out Student is excluded from the reinforcing area, usually repositioned away from his or her peers. (a) requires that a student be removed from instructional activities, (b) does not require the student to watch others (as in contingent observation or sit-and-watch), and (c) does not require a student to sit in a specifically designated time-out room (seclusion time-out).
Seclusion Time-Out (Isolation Time-Out) student is removed from the classroom and placed in a room or area in which s/he is prohibited from leaving until the time-out period is served [Busch & Sbore, 2000). (a) comfort room, (b) quiet room, (c) cool-down room, or (d) time-out room.
Restrained Time-Out adult places the student into a time-out position and maintains the student in time-out through the use of physical (ambulatory) restraint. Problems that Make Time Out Ineffective Insufficiently reinforcing classroom Reinforcing aspects of time-out
Make the classroom reinforcing Strive for a 5 to 1 ratio of positive to negative comments Use effective teaching strategies Develop a Hierarchical Behavior Management Plan Simple intervention techniques (talking or redirecting) Problems solving strategies (behavior contract) Reinforcement based strategies and extinction of inappropriate behavior (teach a replacement behavior and reinforce it) Inclusion time-out (3 minutes or not longer than the age of the student) Exclusion time-out (5 to 15 minutes) Seclusion time-out (15 to 30 minutes) ▪ Student can always return to class after processing with a staff member
Make data based decisions Document the use of time-out Establish a time-out policy Know your state/district policy! Do not use physical restraint unless you have been trained in your district, the student has it included in their IEP, or you responding as part of a crisis team