Timeout, Seclusion and Restraint
Administrative Rules on Corporal Punishment, Physical Confinement and Detention, and Physical Restraint
The State Board of Education recently amended chapter 103, Iowa's administrative rules on corporal punishment, seclusion, and restraint. These amendments became effective November 2008. The amendments made changes to conditions of seclusion and restraint, added training and parent notice requirements, and banned certain high-risk practices. These documents explain the amended rules.
Chapter 103, Administrative Rules on Seclusion and Restraint - This document contains the Department of Education's rules on seclusion and restraint, as they appear in the Iowa Administrative Code.
Chapter 103 Training 2010 - This slideshow is a training program developed by Department staff. It provides an initial working knowledge of the provisions of the Department's rules on seclusion and restraint. The slideshow contains notes for presenters.
Top 10 Points about Chapter 103 - This document, prepared by Department staff, explains the ten most important concepts about Iowa's administrative rules on seclusion and restraint. It is a useful tool for staff development or discussion with parents.
Sample Annual Notice to Parents, Chapter 103 - Chapter 103 requires an annual notice to parents. This document contains a sample notice to parents.
Sample Documentation Form, Chapter 103 - Chapter 103 requires documentation of every instance of physical confinement and detention (seclusion) or physical restraint. This sample form contains all required notice elements. Reproduced with permission of Ahlers and Cooney, P.C.
In-School Suspension and Chapter 103 - This document sets forth the Department's conclusion that typical in-school suspension environments do not meet Chapter 103's definition of physical confinement and detention.
Using Timeout in A Effective and Ethical Manner (2008-02-27) - This resource is intended as a practical, hands-on guide for educators who are seeking research-based methods to improve student behavior. The primary audience is educators and parents who would like guidance on preplanning, appropriate interventions, and follow-up to the use of timeout in Iowa classrooms. It is the wish of the editor that all other interventions be implemented before timeout is used for students with significant behavioral needs. Forness (1982) has suggested a system whereby, before using timeout, teachers more carefully assess the student's developmental or curriculum level, the type of materials being used for the task, the student's understanding of how to use the materials, and the student's needs for individual or small group instruction. The next step is to ensure that appropriate reinforcers such as teacher attention, praise, or checkmarks, have been appropriately used along with teacher ignoring for the behavior. After all these approaches have been exhausted, timeout may be the only appropriate intervention left to deal with the student's behavior. Another resource that educators should use is the "Assessment and Decision Making for Students with Behavioral Needs," November, 2001, Iowa Department of Education, Bureau of Student, Family and Support Services (formally the Bureau of Children, Family and Community Services).
Assessment and Decision Making for Students with Behavioral Needs (2007-08-28)
Seclusion and Restraint Information for Parents - This document contains information about Iowa's law on seclusion and restraint. It is designed primarily for parents, but would be useful for teachers, administrators, paraprofessionals, and students as well.