Top Five Takeaways from COPAA’s 21st Annual Conference
(Part 4 of 5)
We Must Work to Eliminate Restraint and Seclusion of Children with Disabilities
All too often children with disabilities are subject to various forms of restraint and seclusion only because they are acting in accordance with their disabilities. Steps must be taken to
stop the use of restraint and seclusion by implement plans that provide positive behavior reinforcement. A study by the Office of Civil Rights shows 69% of the more than 100,000 students were placed in seclusion or involuntary confinement were students with disabilities.
Restraint and seclusion do not deter behavior in children with disabilities. Their behaviors are often the result of their disability. The use of restraint and seclusion will actually exacerbate these children’s undesired behaviors the classroom. Positive behavior plans include:
- staff training on best practices,
- parent training to promote consistent implementation,
- data collection methods,
- proactive preventative strategies and
- measurable desired replacement behaviors targeting 2-3 behaviors.
Positive behavior plans must be implemented to end the negative effects of restraint and seclusion.