Module 4 TimeOut Texas Behavior Support Initiative Module

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

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 2

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 3

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 4

Legal Requirements Training on Use of Time-Out Who? What? By 4/1/03—General • Full continuum of or special positive behavioral education intervention personnel who strategies implement time-out • Impact of time-out based on IEP on involvement After 4/1/03—Newly and progress in identified general curriculum personnel and IEP – TAC 89. 1053(h) Texas Behavior Support Initiative: Module 4 5

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 6

Texas Behavior Support Initiative: Module 4 Time-Out Room Less Restrictive Time-Out Screen Time-Out Chair/Rug Head Down Time-Out Card Remove Materials Planned Ignoring Time-Out Continuum More Restrictive 7

Legal Requirements Seclusion A school district employee or volunteer or an independent contractor of a district may not place a student in seclusion. N O SI S U L EC Texas Behavior Support Initiative: Module 4 TEC 37. 0021 8

Legal Requirements 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 9

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

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

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 12

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 13

How to Use Time-Out Step 3: Implementation i t e th e c o t pr ! e r du u o me Texas Behavior Support Initiative: Module 4 14

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 timeout Texas Behavior Support Initiative: Module 4 15

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 16

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 timeout. Texas Behavior Support Initiative: Module 4 17

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 18

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 19

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 20

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 21

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

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 timeout • Student’s behavior following time-out Texas Behavior Support Initiative: Module 4 23

Problem-Solving When Time -Out is Not Working If data indicate little or no change in target behavior, answer these questions: 1. Has time-out been applied every time the target behavior occurred? 2. Has the target behavior been adequately operationalized? 3. Was the student taught how to take time-out? 4. Have all sources of reinforcers been controlled while the student is in time-out? 5. Are you sure that the function of the misbehavior is attention? Texas Behavior Support Initiative: Module 4 24

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 25

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 26

So…. Now What? ? If all these questions are answered “yes, ” you should do one of the following: R Use the same time-out procedure, but extend the length of time R Use a different time-out procedure R Use another procedure all together Texas Behavior Support Initiative: Module 4 27

Big Ideas! • Time-out is defined in TAC § 89. 1053. • Time-out must not be locked, nor can students be prohibited from leaving timeout. • 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 28

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 29