The goals of this project are to 1) better understand how and when seclusion and restraint are used in public schools, 2) provide schools with practical alternatives to these aversive procedures, and 3) create a model set of legally-sound rules, regulations, and procedures regarding the use of seclusion timeout and physical restraint of students in public schools.
Drs. Joe Ryan of Clemson University, Reece Peterson from the University of Nebraska- Lincoln, Kaye Otten from Missouri Public Schools, and Michael Rozalski are working jointly on the project. The project team also benefited from extensive assistance from Mitchell Yell of the University of South Carolina and SUNY Geneseo graduates Jennifer Heath and Catherine Meissner.
- Wisconsin Department of Public Instruction
- SUNY Geneseo Research Foundation
Overview - The following slideshow, presented at the Midwest Symposium for Leadership in Behavior Disorders (2008), provides an overview of the seclusion timeout and physical restraint, as well as a brief summary of relevant research.
Practical Alternatives to Seclusion and Restraint
The following slideshow, presented at the Council for Exceptional Children's Conference (2010) offers alternatives to seclusion and physical restraint.
Articles and Presentations (Most Recent First)
Couvillon, M., Peterson, R., Ryan, J.B., Scheuermann, B. & Stegall. J. (2010). A review of crisis intervention training programs for schools. Accepted for publication in Teaching Exceptional Children.
Ryan, J.B., Robbins, K., Peterson, R., & Rozalski, M.E. (2009). Review of state policies concerning the use of physical restraint procedures in schools. Education and Treatment of Children, 32(3), 487-504.
Ryan, J.B., Peterson, R.L. & Rozalski, M.E. (2007). Review of state policies concerning the use of timeout in schools. Education and Treatment of Children, 30(3), 215-239. Ryan, J. B. & Peterson, R. L. (2004). Physical restraints in school. Behavioral Disorders, 29(2), 155-169.
Ryan, J.B., Peterson, R. L. Tetreault, G. & van der Hagen, E. (2007). Reducing the use of seclusion and restraint in a day school program. In M. A. Nunno, L. Bullard, & D. M. Day eds. For our own good: Examining the Safety of High-Risk Interventions for Children and Young People. (pp. 201-216) Washington, DC: Child Welfare League of America.
Ryan, J.B., Peterson, R.L., Tetreault, G. & Van der Hagen, E. (2007). Reducing Seclusion Timeout and Restraint Procedures with At-Risk Youth. Journal of At-Risk Issues. 13(1), 7-12.
Ryan, J.B., Sanders, S., Katsiyannis, A. & Yell, M.L. (2007). Using timeout effectively in the classroom. Teaching Exceptional Children, 39(4), 60-67.
Rozalski, M.E., Yell, M.L., & Boreson, L.A. (2006). Using seclusion timeout and physical restraint: An analysis of state policy, research, and the law. Journal of Special Education Leadership, 19(2), 13-29.
Please check back periodically for more detailed results and updated alternatives.
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