The Timeout Box
June 14, 2006 by Kristina Chew, PhD
Filed under Health
Parents in Olympia, Washington, have testified about their unhappiness regarding some aspects of their school district’s autism program. The district’s program uses TEACCH, which stands for Treatment and Education of Autistic and related Communication-handicapped Children. An article in today’s Olympian reports that
During a presentation at the board’s public comment session Monday, parent Lisa Ritter showed a picture of a small room for children with autism. The room, which appeared to be similar to a department store fitting room, is located in the corner of the classroom. The photo showed scuff marks from shoes and a padded door.
The room is called a “timeout space” by some district administrators and a “timeout box” by some parents.
While Hans Landig, the district’s executive director of student support, says that students “voluntarily” ask to use the room to have a break when they are over-stimulated, Ms. Ritter noted her and other parents’ “dismay” about the “timeout box”: “There is nothing relaxing or enticing about ‘the box,’ ” she attests.
TEACCH was developed at the University of North Carolina at Chapel Hill.
Olympia school officials have asked an independent autism specialist to review their program—sounds like it is about time.
One of my sons would probably love whereas the other would go even nuttier. Weird!
Timeout does not help Charlie—he does best when kept busy and engaged by other people. I found the mother’s description of the room to suggest that it is less than pleasant!
TEEACH method has no scientific basis and is unfortunately used throughout my state of North Carolina.
I think someone is being deliberatly mischevios here in trying to malign TEACCH as a method by associating it with varios other notions that are not a part of TEACCH. TEACCH has nothing to do with behaviorism or aversives, and is a method that works in harmony with the understanding of autistic cognition.
For some withdrawal into a small dark space is a coping strategy in times of stress, but if you use that as a punishment then it is an abuse simple as that.
Thanks laurentius-rex—I have been wondering what the connection is between TEACCH and the other timeout space mentioned; the article is not entirely clear.
This is interesting. When I was teaching, my district actually sent me for a week lond certification course in TEACCH and although i don’t remember the names of the trainers, they were highly involved in creating the program. Needless to say, the philosophy of TEACCH is not about using reinforcemnt or punishment of any kind, but developing individualized shedules for each student and includes “timeouts” for those children who may need breaks throughout the day. For example if a child got overwhelmed easily and required sensory breaks, the “timeout” for him might be a spcial place where he can have some alone time with some sensory items. In fact based on this philosohy, one of my children’s IEP’s included that my classroom have a small tent with some pillows in it (at the request of the mother) for her son to retreat to when he seemed like he needed a sensory break, and in fact he used it quite often. I know some people thought it was ridiculous that I had a tent in the classroom, but 1) It was in a students IEP and 2) It actually was a nice place for students to take some time out (not to be confused with what we stereotypically think of as “timeout”. TEACCH’s philosophy does not promote the “timeouts” that we traditionally think of, but believe in setting up an environment that caters to the needs of each individual child, so I see a couple possibilities.
1) The teacher for this classroom wasn’t well versed in TEACCH philosophy and really did think that a “timeout” room was what we traditionally think of as what a “Timeout” room might be for
2) The room was percieved as unacceptable (much like it would seem unacceptable for someone to be put in a “squeeze machine” as Temple Grandin enjoys regularly or one of my students who had a body length pillow that he would lay on himself and ask his aide for a “squeeze” for the pressure)
I just want to make sure that people realize that this seems to be a mis-representation of the TEACCH philosophy which is primarily responsible for introducing picture books, photo schedules, environmental changes that allow for individual success.
I remember having my background in ABA being at their training where they talked about NO consequences and I kept asking questions like “Well what if one of my friends takes a toy away from another friend?” or “What if one of my students hits another student?, Shouldn’t there be consequences?” After a while the presenter laughed at me and said “I see your having trouble with this concept. We don’t do consequences. We set up the environment so these things don’t happen. Move the toys to stations, recognize the possible sensory needs, etc.”
Sorry this got long…I just want to see TEACCH fairly represented and acknowledged for their true philosophy.
Indeed.
At Birmingham Uni, no one method is taught as having priority over another, but I detect a strong emphasis on TEACCH.
As part of my course work I was supposed to write a case study of using a particular methodology to solve a particular problem and I chose a friend of mine and TEACCH as the method. Essentially the problem was that he had difficulty in using public transport, so I developed a programme to analyse what was his problem with it, and how to overcome that, essentially by giving him step by step instructions at each point, what to expect and how to deal with it.
Well it was better than saying “you be on that bus tonight or I’ll beat the crap out of you”
I have been teaching an elementary eclectic life skills class for a number of years now and during that time I have never had to resort to a time out room. Actually, nothing like that exists on the campus, and certainly enclosing a child in a small space with a door could end up being a nightmare for him or her. I have found a more positive approach is to have a small sofa with stuffed animal toys, and rocking chair in an area of the classroom that is set up for group reading and as a place to go when a child feels like getting away from too much stimulation.
As to the “voluntary” nature of the time out space that you mention, I have my doubts that it gets used voluntarily very frequently, although it may in fact be used quite frequently. I would recommend closely examining the laws applicable to your state on removing children from the educational environment.
You shouldn’t tolerate letting the kids be shut in a closet.
I’d like to share with you the statement and pictures I submitted to the Olympia School District. It is important to note the University of North Carolina, Chapel Hill, Project TEACCH does not support “time-out boxes.” They were very helpful in assisting me with addressing this issue. I have had no response from the school board or district on any policy changes in using this type of discipline. Below is my statement.
Several months ago I attended an Autism Society of WA support group meeting. I listened to an Olympia School District mom describe how a few years ago her son came home with bruises. She told how her son, with Autism Spectrum Disorder, who attended the Jefferson Middle School TEACCH Program had been forced into what the staff referred to as “the box.” She described sections of plywood attached to the walls, with another piece of plywood staff would hold over the opening. He was apparently injured while being forced in or while frantically throwing himself against the plywood to get out. The mom had seen “the box” being used before on other children, but it was not part of her sons IEP. She brought her son into school and showed both the teacher and the principal his bruises.
I assumed this practice had ended in the Olympia School District, until recently. Not only has it not ended, it is used in both the preschool (with 3-4 year olds) and the elementary TEACCH programs.
Because the district claims to offer the “TEACCH Program”, I decided to contact the University of North Carolina, Chapel Hill, Division TEACCH, not only the authority on TEACCH, but where it was founded. I corresponded with both, Dr. Kerry Hogan, Assistant Clinical Director, and Dr. Gary Mesibov, Director, Division TEACCH. I was shocked to learn that they were not affiliated with the Olympia School District, or any other Washington state school. This explains a lot of inconsistencies. Although teachers may have attended training, I feel the district calling their programs “The TEACCH Program” is misleading. The name suggests affiliation with Division TEACCH, not to say this is the districts intent.
After forwarding pictures and descriptions of how parents have described these “time-out boxes” being used, I received this response from Dr. Hogan:
“I do consult to some classes that have relaxation areas that may contain
sensory toys or other calming activities. The appropriate use of these
areas is to provide a break for a student who is stressed and to teach
positive coping skills but they are specifically not to be used as time
out. As I said, I can’t think of anyone at TEACCH who would suggest the
use of isolation for behavior management purposes especially if it
requires physical management of the child.”
Dr. Mesibov added that someone from Division TEACCH would be happy to come out and document whether the district is using TEACCH appropriately, if the board requests.
As the parent of a son with autism, I am deeply concerned about the treatment of autism in this district. Because of this issue and many others raised this year by families of autistic children, I am requesting the board bring in an independent Autism Expert to review current programs, IEPs, and compliance with IDEA 2004. I know the district is currently working with Dr. Steven Becker and another family. He is highly qualified and I will forward his information with my request via email.
Mrs. Ritter, thank you very much for sharing your statement with us. Please keep us informed about what happens in your district—-are they keeping you informed about who the independent Autism Expert will be? Do you have any say in this?
Thanks, Square Girl, for your comment—-I would like to know what would happen IF anything “negative” (hitting for instance) happened. No matter how much one plans, things can happen—-that has happened to us more than once.
Please tell me why we allow these “public employees” to get away with abuse? Physical,sexual,emotional….where does it end? Why are they not held accountable for these loathsome methods of treatment?
I am ready for a united advocacy for these children by parents!!! How dare they think we will tolerate this?
okay.
been looking up basic principles again of operant conditioning to make sure i’m not erring here, and i’m nto convince that a ‘time-out room’ is in fact a ‘time out’ feature. the definition of ‘time out’ is a time spent in the absence of positive reinforcement. a time out room may well act as a means of preventing positive reinforcement of the child’s behaviour, true; but… to segregate the child from the others in his/her class and hold them in a separate enclosure is not time out: it is imprisonment, which is a different thing, and cannot have the same effect as time out.
the TEACCH website says this: ‘Many classrooms need to utilize a time-out area as a place for particular students to get away from distractions and stimulation and regain some self-control.’
this suggests strongly to me that the idea of time out is NOT to inflict an imprisonment but to remove the child from the IMMEDIATE reinforcing situation, without segregating him/her from his/her classmates.
in any case, at least in Georgia (but, in my view, it should be so elsewhere too!), what they call ’seclusionary time out’ (i. e., time-out rooms) should not be used without the express order of a licenced psychologist or medical practitioner FOR EACH TIME IT IS USED; the following site makes it clear that time out rooms are inappropriate for school use: http://www.behavior-consultant.com/Time-Out-Guidelines.pdf
just the two-penn’orth of an educational psychologist who is tired and needs to sleep.
nto convince -> not convinced.
see how tired i am? :/
Unfortunately I never believed that these time out boxes were real, until my 8 year old autistic son came home and said they had locked him in a room at school. I asked the special ed teacher about this and she willingly showed me the room. It was the most horrid thing I had ever seen. It was a 6′ x 6′ box with a door. Atleast the door has a window. It has ply wood walls and carpeting on the floor. I was shocked. This room had been built over the summer and was not in my sons IEP. The only time out space I agreed to was a 3/4 closed in cubical. I also heard from the teacher that he voulantarily went in to this room. I’m sorry the backs of my sons shoes were not worn off by walking in there on his own. He definetely has been drug. We live in The Tumwater School District in Washington State. I have been told that they are within the legal guidelines of the law. I don’t know about anyone else, but when someone tells me that, I have trouble believing them. I have recently filed a due process against the school and also filed a complaint with the Office of Civil Rights. These isolation cells are not the way to teach my child or anyone else’s. I am finding out as I go along that most of the autistic kids put into this box are acting out because they are frustrated and don’t understand the assignment in front of them. Teachers who don’t know how to teach these children put them in a cell. Washington State says that my sons special ed teacher is certified to teach him, but it doesn’t mean she is good at it.