restraint & seclusion

10 RESTRAINT & SECLUSION TIPS FOR PARENTS

5) CAREFULLY REVIEW DOCUMENTS

Review the contents of the education and/or treatment plan, and any “incident reports” in your child’s files, and make visits during which you carefully observe all aspects of your child’s day.
::  Parents can seek clues in the “incident reports” that many programs are supposed to send home following a problematic episode (not all schools require these). If a daily journal or diary is sent between school and home, parents should question multiple entries with remarks such as “a rough day.” NOTE: Incident reports are sometimes inaccurate or misleading. If incident reports routinely place blame on the child and/or fail to outline how the child was affected either physically or emotionally by the incident, this may be a red flag. Request a meeting and discuss ways that Incident Reports can cover how the student was affected during the incident, not just the teacher/aide.
:: Never use any wording that may suggest the use of restraint or seclusion. Avoid words in an IEP that may indicate the use of restraint or seclusion.
WORDS FOR RESTRAINT TO AVOID:
  • Holding (or, any term that has the word “holds”)
  • Restricting
  • Limiting movement
  • Pinning
  • Cuffing
WORDS FOR SECLUSION TO AVOID:
  • Isolation
  • Extended Time Out
  • Confinement (or, solitary confinement)
  • Alone Time
  • Separation
  • Remote location
  • Extended Quiet Time
Much of the above content was developed by The Alliance to Prevent Restraint, Aversive Interventions & Seclusion (APRAIS), of which NAA is a member. For more in-depth information, visit Tash.org & download its free Parent Toolkit: Shouldn’t School Be Safe?
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