Using Time-Out Effectively in the Classroom

Ryan, Joseph B.; Sanders, Sharon; Katsiyannis, Antonis; Yell, Mitchell L.

doi:10.1177/004005990703900407

Cited by 19 publications

(17 citation statements)

References 33 publications

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“…The primary behavioral principle by which exclusion is intended to work is negative punishment, or removal of reinforcement from interesting activities or interacting with teachers and peers (Ryan, Sanders, Katsiyannis, & Yell, 2007). The exclusion prevents students from accessing attention during the period of exclusion.…”

Section: Presumed Mechanisms Of Exclusionary Practicesmentioning

confidence: 99%

“…If the immediate staff member excludes the student from instruction (e.g., timeout, office discipline referral), the student's unwanted behavior is negatively reinforced, meaning that the student is more likely to use unwanted behavior in the future. As such, school personnel who regularly use systems for exclusion need to build systems to make the classroom and general school environment more positive and reinforcing for students (Ryan et al, 2007).…”

Section: Reinforcement Of Unwanted Behaviormentioning

confidence: 99%

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Do School-Wide Positive Behavioral Interventions and Supports, Not Exclusionary Discipline Practices

Nese¹,

McIntosh²

2016

Instructional Practices With and Without Empirical Validity

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All educators will inevitably face unwanted student behavior that they need to address. A ubiquitous response to unwanted behavior is exclusionary discipline practices, including timeout, office discipline referrals, and suspensions. However, extensive research has demonstrated that these practices are associated with negative outcomes, including increased likelihood of further unwanted behavior, decreased achievement, and racial/ethnic discipline disparities. In this chapter, we provide a preventative alternative to exclusionary practices, school-wide positive behavioral interventions and supports (SWPBIS). SWPBIS is an evidence-based framework for implementing systems to reduce unwanted behavior and increase prosocial behavior, decreasing the need for exclusionary practices.

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Section: Presumed Mechanisms Of Exclusionary Practicesmentioning

confidence: 99%

Section: Reinforcement Of Unwanted Behaviormentioning

confidence: 99%

Do School-Wide Positive Behavioral Interventions and Supports, Not Exclusionary Discipline Practices

Nese¹,

McIntosh²

2016

Instructional Practices With and Without Empirical Validity

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“…As a result, an inadequate amount of research exists for much needed analysis and understanding. Multiple studies offer recommendations regarding the practice of seclusion (Gast & Nelson, 1977;Ryan, Sanders, et al, 2007;Yell, 1994) or focus on reducing the use of the procedure all together (Ryan, Peterson, Tetreault, et al, 2007). Calls for research abound (Council for Children with Behavioral Disorders, 2009;Persi & Pasquali, 1999;Wolf et al, 2006) in addition to reports of related legal proceedings (Zirkel & Lyons, 2011).…”

Section: Review Of Literaturementioning

confidence: 99%

“…General concern exists that, although the use of seclusion is restrictive and a potential for abuse exists, it is being used regularly in schools (CCBD, 2009;Ryan, Peterson, Tetreault., et al 2007;Ryan, Sanders, Katsiyannis, & Yell, 2007;Westling, Trader, Smith, & Marshall., 2010). Seclusion comes with a litany of trepidations including decreased learning opportunities (CCBD, 2009;Gast & Nelson, 1977) , reinforcing the behavior it is supposed to eliminate (Ferleger, 2008), causing physical harm to children (CCBD) , causing psychological harm (Ferleger, 2008;Finke, 2001, & Westling, et al, 2010, IDEA violations (Ryan, Peterson, & Rozalski;Jones & Feder, 2009;Wolf, McLaughlin, & Williams, 2006) and death (GAO, 2009;Goodmark, 2009).…”

Section: Introductionmentioning

confidence: 99%

Seclusion Amongst Elementary and High School Students: An Analysis of the Role of Demographic Variables in the Use of Seclusion in Kansas Schools

Balluch¹

2016

Prairie Journal of Educational Research

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Background Background Demographic variables are suspected to influence seclusion rates in educational settings. However, little is known about the connections between these variables and reported incidents of seclusion, particularly how seclusion is influenced by gender, special education status, race, and eligibility for free and reduced lunch.Purpose Purpose The purpose of this study was to understand the relationships between demographic variables and seclusion rates for elementary and high school students. It was hypothesized that all predictor variables were directly related to the outcome variable in both cases.Design/Method Design/Method This study utilized data from the Kansas Discipline Incident System (Kan-Dis), which is an online web application accessible by all educational facilities in order to provide information regarding discipline incidents to the Kansas State Department of Education. Data were analyzed using a multiple linear regression model to understand the relationships between demographic variables and seclusion rates. More specifically, data were analyzed using R. Pearson's product moments correlation coefficient was utilized with a significance level set at a minimum of 0.001 with confidence intervals set at 95%.Results Results Gender, race, special education status, and eligibility for free and reduced lunch were all determined to be positive and significant predictors of seclusion at the elementary level. At the high school level, special education acted as the only significant and positive predictor of seclusion while race and eligibility for free and reduced lunch were positive predictors but not significant. Gender was a negative predictor and was not significant.Conclusions Conclusions Results show that connections exist amongst demographic variables and seclusion rates at the elementary and high school levels. Demographic variables are suspected to influence seclusion rates in educational settings. However, little is known about the connections between these variables and reported incidents of seclusion, particularly how seclusion is influenced by gender, special education status, race, and eligibility for free and reduced lunch. The purpose of this study was to understand the relationships between demographic variables and seclusion rates for elementary and high school students. It was hypothesized that all predictor variables were directly related to the outcome variable in both cases. This study utilized data from the Kansas Discipline IncidentSystem (Kan-Dis), which is an online web application accessible by all educational facilities in order to provide information regarding discipline incidents to the Kansas State Department of Education. Data were analyzed using a multiple linear regression model to understand the relationships between demographic variables and seclusion rates. More specifically, data were analyzed using R. Pearson's product moments correlation coefficient was utilized with a significance level set at a minimum of 0.001 with confidence intervals set at 95%....

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“…General concern exists that, although the use of seclusion is restrictive and a potential for abuse exists, it is being used regularly in schools (CCBD, 2009;Ryan, Peterson, Tetreault., et al 2007;Ryan, Sanders, Katsiyannis, & Yell, 2007;Westling, Trader, Smith, & Marshall., 2010). Seclusion comes with a litany of trepidations including decreased learning opportunities (CCBD, 2009;Gast & Nelson, 1977) , reinforcing the behavior it is supposed to eliminate (Ferleger, 2008), causing physical harm to children (CCBD) , causing psychological harm (Ferleger, 2008;Finke, 2001, & Westling, et al, 2010, IDEA violations (Ryan, Peterson, & Rozalski;2007;Jones & Feder, 2009;Wolf, McLaughlin, & Williams, 2006) and death (GAO, 2009;Goodmark, 2009).…”

Section: Recommendationsmentioning

confidence: 99%

PJER 1(1) Full Issue

Journal¹

2016

Prairie Journal of Educational Research

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Using Time-Out Effectively in the Classroom

Abstract: Time-out" is not a single strategy, but rather refers to a number of related procedures designed to reduce inappropriate student behavior by removing a student from a reinforcing environment. 60 ■ COUNCIL FOR EXCEPTIONAL CHILDREN

Cited by 19 publications

References 33 publications

Do School-Wide Positive Behavioral Interventions and Supports, Not Exclusionary Discipline Practices

Do School-Wide Positive Behavioral Interventions and Supports, Not Exclusionary Discipline Practices

Seclusion Amongst Elementary and High School Students: An Analysis of the Role of Demographic Variables in the Use of Seclusion in Kansas Schools

PJER 1(1) Full Issue

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