An Overview of Standards and Policy on the Use of Time-Out as a Behavior Management Strategy.

Institution	National Association of State Directors of Special Education, Alexandria, VA.
Titel	An Overview of Standards and Policy on the Use of Time-Out as a Behavior Management Strategy.
Quelle	(1991), (6 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Beigaben	Tabellen
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Behavior Disorders; Behavior Problems; Court Litigation; Disabilities; Discipline Policy; Educational Policy; Individualized Education Programs; School District Autonomy; Standards; State Standards; Timeout + Suchen Sie Ihr Suchwort? Rechtsstreit; Handicap; Behinderung; Disziplinarmaßnahme; Politics of education; Bildungspolitik; Individualized education program; Individualisierendes Lernen; School district; School districts; Autonomy; School autonomy; Schulautonomie; Standard
Abstract	This study investigated state policy, court litigation, and accreditation standards with respect to the use of time-out as a behavior management strategy in special education programs. The study's emphasis was on existing standards concerning the use of locked time-out rooms and student supervision requirements during the application of time-out. The first section reviews a sample of applicable state policy on the use of time-out from Arkansas, Pennsylvania, Delaware, Massachusetts, and Kentucky. The second section looks at case law, focusing on a recent briefing paper published by EDLAW, Inc. titled "Disciplining Disruptive Handicapped Students" (K. S. Mehfoud and S. J. Rosenfeld). This paper makes recommendations regarding the use of time-out, such as its inclusion in the student's Individualized Education Program, and also provides specific procedural recommendations for implementing time-out interventions. The third section discusses accreditation standards pertaining to the use of time-out in residential and health care facilities. The paper concludes that most states leave the development of behavior managemen procedures, including time-out, to local education agencies; that time-out rooms should not be locked and the child should be constantly observed while confined to the room; and that it is important to keep consistent data on the frequency of the target behavior to make sure time-out is having its intended effect. (DB)
Anmerkungen	National Association of State Directors of Special Education, Inc., 1800 Diagonal Road, Suite 320, King Street Station 1, Alexandria, VA 22314 ($5.50).
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01