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Module 4: Time-Out

Module 4: Time-Out. Module 4: Agenda. Legal requirements Continuum of time-out arrangements How to use time-out Planning Implementation Monitoring Problem-solving. Legal Requirements Definition of Time-Out.

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Module 4: Time-Out

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

  2. 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

  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) Texas Behavior Support Initiative: Module 4

  4. 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) Texas Behavior Support Initiative: Module 4

  5. 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) Legal RequirementsTraining on Use of Time-Out Texas Behavior Support Initiative: Module 4

  6. 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

  7. 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 Texas Behavior Support Initiative: Module 4

  8. 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 Texas Behavior Support Initiative: Module 4

  9. 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 Texas Behavior Support Initiative: Module 4

  10. How to Use Time-OutStep 1: Targeting Behavior • Generate list of inappropriate behaviors • Operationalize behaviors • Prioritize behaviors Texas Behavior Support Initiative: Module 4

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

  12. 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? Texas Behavior Support Initiative: Module 4

  13. 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? Texas Behavior Support Initiative: Module 4

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

  15. 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 Texas Behavior Support Initiative: Module 4

  16. 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 Texas Behavior Support Initiative: Module 4

  17. 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. Texas Behavior Support Initiative: Module 4

  18. 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) Texas Behavior Support Initiative: Module 4

  19. How to Use Time-OutStep 4: Evaluation Data Collection: • Effects on target behavior • Use of time-out procedure Texas Behavior Support Initiative: Module 4

  20. 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

  21. 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

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

  23. 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 Evaluation of the Useof 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

  24. 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

  25. 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

  26. 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

  27. 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

  28. 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

  29. 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

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