Restraint and Seclusion Procedures With Children With Autism Spectrum Disorder

Abstract

Physical and mechanical restraints and seclusion are currently used as emergency procedures in public schools across the United States. Students who exhibit dangerous, aggressive, or self-injurious behaviors are more likely to be restrained or secluded in school. Since many students with autism spectrum disorder exhibit one or more of these behaviors, they are even more likely to be subjected to these restrictive interventions. Policy on restrictive interventions is not outlined in the Individuals with Disabilities Education Improvement Act (IDEIA) of 2004, the federal special education law, leaving states to determine their own policies. Issues surrounding current policy and law on restraint and seclusion, as well as recommendations, are discussed.