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

Texas Behavior Support Initiative: Module 41

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 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 leavingTAC 89.1053(b)(3)


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 IEPTAC 89.1053(g)

– TAC 89.1053(g)


Legal RequirementsTraining 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)


Time-Out Continuum: Key Considerations

• Time-out options fall on a continuum of restrictiveness

• Use less restrictive forms before resorting to more restrictive options


Time-Out ContinuumLess Restrictive More Restrictive

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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

SECLUSIO

N


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


How to Use Time-OutStep 1: Targeting Behavior

• Generate list of inappropriate behaviors

• Operationalize behaviors

• Prioritize behaviors


Operational Definition

Non-Example

• Aggression

• Disruptive behavior

• Mean

Example

Hits other students

Screams, climbs on furniture

Tells other students they are “stupid”


How to Use Time-OutStep 2: Decision-MakingWill 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?


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?


How to Use Time-OutStep 3: Implementation

the time-out procedure!


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



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



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.


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)


How to Use Time-OutStep 4: Evaluation

Data Collection:

• Effects on target behavior

• Use of time-out procedure


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


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.


Before Time-Out Planned Ignoring

Time-Out Chair

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X

12 X X X X 11 X 10 X X 9 8 X 7 6 5 4 X 3 X 2 1 X #

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-12:

30)

0 1/08 10/9 1/10 1/13 1/14 1/15 1/16 1/17 1/20 1/21 1/22 1/23 1/24

Days

Activity: Evaluating Time-Out


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


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?


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?


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.


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


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.


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 1 Module 4: Time-Out.

Documents

timeout slide

use of timeout

timeout continuum

timeout step

form of timeout

seclusion slide

behavior management

h slide