Over the last several decades schools have become increasingly reliant upon the use of seclusion and restraint to help manage students who display challenging behaviors. For example, the Government Accountability Office (GAO) recently reported that two states alone (Texas and California) reported using seclusion, restraint or other crisis interventions over 33,000 times during one academic school year. Historically, schools have used seclusion and restraint in response to a broad assortment of maladaptive behaviors ranging from noncompliance to physical aggression.
This article discusses the implications of using seclusion and restraint and provides alternatives.
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