1. A Helene Robinson, Ed.D. helene2@sar.usf.edu FMEA 2016 Conference Supplemental handout to Pre-Workshop session, “Using PBS and UDL in the Music Classroom...”

2.  a behavior reduction procedure or form of punishment in which students are denied access to all opportunities for reinforcement, contingent upon their displaying inappropriate behavior (Alberto & Troutman, 2006  a behavior is reduced by withdrawing the opportunity for reinforcement for a period of time following the occurrence of (be behavior (Nelson &Rutherford, 1983).  a number of related procedures designed to reduce inappropriate student behavior by removing a student from a reinforcing environment

3.  Inclusion Time-Out  Planned Ignoring ▪ Systematic withdrawal of social attention for a predetermined time period upon the onset of mild levels of problem behavior.  Withdrawl of Materials ▪ Removing reinforcing materials from a student for a specified period of time when the student exhibits inappropriate behavior. It also usually accompanied by removal of adult attention.  Contingent Observation ▪ Student moves to another location in the classroom and is instructed to observe the class without participating or interacting in any way for a predetermined period of time.  Time Out Ribbon ▪ Student wears a ribbon or other object as long as he or she behaves appropriately. When a student exhibits inappropriate behavior, the ribbon is removed for a brief period of time. When the ribbon is removed, so is access to reinforcement.

4.  Exclusion Time-Out  Student is excluded from the reinforcing area, usually repositioned away from his or her peers.  (a) requires that a student be removed from instructional activities, (b) does not require the student to watch others (as in contingent observation or sit-and-watch), and (c) does not require a student to sit in a specifically designated time-out room (seclusion time-out).

5.  Seclusion Time-Out (Isolation Time-Out)  student is removed from the classroom and placed in a room or area in which s/he is prohibited from leaving until the time-out period is served [Busch & Sbore, 2000).  (a) comfort room, (b) quiet room, (c) cool-down room, or (d) time-out room.

6.  Restrained Time-Out  adult places the student into a time-out position and maintains the student in time-out through the use of physical (ambulatory) restraint.  Problems that Make Time Out Ineffective  Insufficiently reinforcing classroom  Reinforcing aspects of time-out

7.  Make the classroom reinforcing  Strive for a 5 to 1 ratio of positive to negative comments  Use effective teaching strategies  Develop a Hierarchical Behavior Management Plan  Simple intervention techniques (talking or redirecting)  Problems solving strategies (behavior contract)  Reinforcement based strategies and extinction of inappropriate behavior (teach a replacement behavior and reinforce it)  Inclusion time-out (3 minutes or not longer than the age of the student)  Exclusion time-out (5 to 15 minutes)  Seclusion time-out (15 to 30 minutes) ▪ Student can always return to class after processing with a staff member

8.  Make data based decisions  Document the use of time-out  Establish a time-out policy  Know your state/district policy!  Do not use physical restraint unless you have been trained in your district, the student has it included in their IEP, or you responding as part of a crisis team