The use of restraint and seclusion in school settings remains one of the most pressing ethical and clinical issues facing behavior analysts who consult in educational environments. Despite decades of research demonstrating the effectiveness of positive behavioral interventions and supports, restraint and seclusion continue to be employed in schools across the country, often disproportionately affecting students with disabilities, students of color, and students from marginalized communities.
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| Certification Body | Credits | Type |
|---|---|---|
| BACB | 2 | Ethics |
Dig into the research behind this topic — plain-English summaries written for BCBAs.
174 research articles with practitioner takeaways
139 research articles with practitioner takeaways
127 research articles with practitioner takeaways
Side-by-side comparison with a clinical decision framework
Research-backed educational guide for behavior analysts
Research-backed answers to common clinical questions
All behavior-analytic intervention is individualized. The information on this page is for educational purposes and does not constitute clinical advice. Treatment decisions should be informed by the best available published research, individualized assessment, and obtained with the informed consent of the client or their legal guardian. Behavior analysts are responsible for practicing within the boundaries of their competence and adhering to the BACB Ethics Code for Behavior Analysts.