Changing STUDENT OUTCOMES by changing ADULT ACTIONS
Minimizing restraint in Illinois classrooms
By Lindsay White
Changing STUDENT OUTCOMES by changing ADULT ACTIONS
Minimizing restraint in Illinois classrooms
By Lindsay White
Following reports of misuse of restraint and time-out in Illinois schools, the Illinois State Board of Education implemented changes to training around and documentation of the practices. The Center for Intensive Behavioral Support (CIBS), housed in the College of Education, launched in July 2022 to aid in these efforts.
The CIBS, led by Nikki Michalak ’02, M.S. ’11, is responsible for providing eight hours of professional development to any school employee in Illinois who uses restraint or time-out. The goal of this training is not to eliminate the use of these practices, but to give employees better tools and tactics so that restraint and time-out become last resorts. To date, hundreds of school personnel have taken these trainings, and several districts have opted to have all staff complete it proactively.
While the current training program is a required response to use of restraint or time-out, Michalak hopes to move to a more proactive approach.
“We can change student outcomes by changing adult actions,” said Michalak.
By guiding school personnel in theory, readings, and practice, she is hopeful that restraint and time-out usage rates will drop.
Project Administrator Ann Penicook added that proactivity within the classroom is also essential to reduction in restraint and time-out, stating, “When you build relationships, you build trust. A student that trusts their instructor is less likely to escalate a situation to the point that restraint is necessary.”
Michalak and Penicook agree that a significant area for proactive improvement is with the paraprofessional population. Michalak notes that paraprofessionals are the most likely to encounter situations that can escalate to restraint or time-out tactics being used, yet they have the least amount of training and are often excluded from professional development and teacher in-service days.
“Behavior is a skill, just like reading and math,” said Michalak. “We need to create opportunities for paraprofessionals to hone that skill.”
Following a review of statewide needs assessments and data from the Illinois State Board of Education, CIBS is looking forward to launching in-person classroom coaching, focusing first on high-need districts. Michalak and Penicook are excited to meet with school personnel throughout Illinois.
“Staff need support. It’s a hard job,” concluded Penicook.
Learn more about CIBS at behavioralsupportsil.org.