Promoting Inclusion Through Evidence-Based Alternatives to Restraint and Seclusion

Authors

Barbara Trader, TASHFollow
Jennifer Stonemeier, TASHFollow
Tricia Berg, University of OregonFollow
Christen Knowles, University of OregonFollow
Michelle Massar, University of OregonFollow
Manuel Manzaive, Universidad Catolica del Maule
Sarah E. Pinkelman, Utah State UniversityFollow
Rhonda Nese, University of OregonFollow
Traci Ruppert, University of Oregon
Robert Horner, University of OregonFollow

Document Type

Article

Journal/Book Title/Conference

Research and Practice for Persons with Severe Disabilities

Volume

42

Issue

2

Publisher

Sage Journals

Publication Date

3-29-2017

First Page

75

Last Page

88

Abstract

The use of restraint and seclusion in schools has been identified repeatedly as an approach that is overused, misused, and potentially dangerous. In this article, we emphasize the importance of an approach to supporting students with significant problem behavior that focuses on prevention, evidence-based intervention procedures, heightened levels of monitoring, and documented professional development. While the need for the use of restraint in emergency conditions will remain, the overall rate at which restraint and seclusion are used needs to be reduced and the quality of support for students with significant problem behavior needs to improve. An example of one district that is adopting a comprehensive alternative approach is provided.

Recommended Citation

Trader, B., Stonemeier, J., Berg, T., Knowles, C., Massar, M., Monzalve, M., Pinkelman, S. E., Nese, R., Ruppert,T., & Horner, R. H. (2017). Promoting inclusion through evidence-based alternatives to restraint and seclusion. Research and Practice for Persons with Severe Disabilities, 42(2), 75-88. doi: 10.1177/1540796917698830