Online ISSN: 2325-7466
2006
Triannual
National Association of Special Education Teachers (NASET)
United States

Articles

Seclusion and Restraint: A Scoping Review of the Peer-Reviewed Published Literature Since the GAO Congressional Hearing of 2009 Through the End of the 2020 COVID-19 Pandemic

Kristina E. Ingles, MA, MASL, PhD Candidate, MD Candidate, Heather M. Dulas, PhD, Humberto Peña Jr., PhD, BCBA-D, LBA, Sarah Nichols, MS, LAT, SAT, Elliott McFarlane, Meaghan Benzel, BA, Lisa Bowman-Perrott, PhD
  • Kristina E. Ingles, MA, MASL, PhD Candidate, MD Candidate (Author) Texas A&M University image/svg+xml
    Kristina E. Ingles, MA, MASL, PhD Candidate, MD Candidate, is a PhD Candidate in the Special Education Emphasis Area program within the Department of Educational Psychology at Texas A&M University, College Station, Texas. She is also an MD Candidate at Paul L. Foster School of Medicine at Texas Tech University Health Sciences Center in El Paso, Texas. Her research interests include the education and empowerment of individuals with disabilities toward independence and the connection between the neurological landscape and behavior among individuals at risk for or diagnosed with emotional or behavioral disorders. Kristina has been in the field of education for over ten years in various capacities and has a passion to see the medical and educational disciplines continue to build bridges toward better outcomes for patients and students.
  • Heather M. Dulas, PhD (Author) Texas A&M University image/svg+xml
    Heather M. Dulas, PhD, is an Assistant Professor of Special Populations in the department of Educational Leadership and Policy Studies at the University of Houston. Her research interests include implementing evidence-based strategies to increase prosocial behaviors that encourage obtaining and maintaining competitive employment, increasing access to inclusive postsecondary education, developing self-determination skills among individuals with disabilities, and training and retention of special education teachers in public schools. Dr. Dulas has 21 years of teaching experience in the high school special education setting within Title I schools, 4 years teaching experience in inclusive postsecondary settings, and 2 years administrative experience in the comprehensive transition program setting along with lifelong experience as a strong advocate for a sibling with multiple disabilities. Her leadership positions on Community Interagency Committees in both Minnesota and Texas have centered on providing high quality, appropriate interventions to students with disabilities in underserved districts along with resources for their families.
  • Humberto Peña Jr., PhD, BCBA-D, LBA (Author) Texas A&M University image/svg+xml
    Humberto Peña Jr., PhD, BCBA-D, LBA, is an Assistant Professor of Research in the Department of Educational Psychology at the University of Texas at San Antonio and a Doctoral-Board Certified Behavior Analyst. His research focuses on addressing the employment gap of neurodiverse youth and adults. He investigates methods to incorporate technology and teach social skills crucial for competitive integrated employment, aiming to support employment for people with disabilities.
  • Sarah Nichols, MS, LAT, SAT (Author) Texas A&M University image/svg+xml
    Sarah Nichols, MS, LAT, SAT, is a Surgical and Clinical Athletic Trainer at Illinois Bone and Joint Institute in Chicago, Illinois. She first received her bachelor’s in Kinesiology and her MS in Athletic Training from Texas A&M University. Sarah participated in this project while she was an undergraduate student at Texas A&M University, College Station, Texas.
  • Elliott McFarlane (Author) Texas A&M University image/svg+xml
    Elliott McFarlane, is currently pursuing a degree in higher education. She first participated in this project while studying as an undergraduate student at Texas A&M University, College Station, Texas.
  • Meaghan Benzel, BA (Author) Texas A&M University image/svg+xml
    Meaghan Benzel, BA, first participated in this project while studying as an undergraduate student and serving as a Chaplain for the The Texas A&M Corps of Cadets, at Texas A&M University, College Station, Texas. Her interests include assisting individuals with special needs
  • Lisa Bowman-Perrott, PhD (Author) Texas A&M University image/svg+xml
    Lisa Bowman-Perrott, PhD., is an Associate Professor in the Special Education Emphasis Area program Department of Educational Psychology at Texas A&M University in College Station, Texas. She has directed or co-directed federal grant projects funded through the Office of Special Education Programs (OSEP) and the Office of English Language Acquisition (OELA) at Texas A&M and the University of Kansas. Several disciplines are reflected in her scholarship including special education, bilingual education, school psychology, and research methods. Her research focuses on academic and behavioral interventions for students with or at-risk for emotional and behavioral disorders, as well as effective interventions for English language learners. Dr. Bowman-Perrott examines the efficacy of widely used interventions through meta-analysis of single-case research as an extension of her work implementing interventions in schools.
DOI
https://doi.org/10.64546/jaasep.576
Abstract
Aversive procedures such as seclusion and restraint are generally viewed as emergency only procedures in school settings. However, they are still used too often to respond to student behaviors in schools. The purpose of this scoping review was to determine which types of documents have been published in peer-reviewed journals, the degree of progress that has been made toward the reduction in the inappropriate use of seclusion and restraints, and how these practices have impacted students with emotional and behavioral disorders (EBD) and/or emotional disturbance (ED). Our summary includes the type of article, antecedent and preventative variables, parent and student perspectives, policies, preventative measures, and legal cases in the literature across 32 peer-reviewed articles from 2009 to 2022. Key findings reveal an increase in the use of seclusion and restraint procedures, despite growing awareness and attention within the education sector. Additionally, the ongoing lack of staff training in emergency procedures suggest that the small number of staff employing these measures may be causing greater harm than previously reported in prior years. Further, we found individuals with disabilities (in particular students ED) and students of color or with linguistic diversity were much more likely to be secluded or restrained in school than their peers. Finally, the varied documents present within the peer-reviewed literature suggest an ongoing interest in advocating for students and their families who have experienced seclusion and/or restraints in school settings. Recommendations for research, practice, and policy are discussed.
Keywords
At Risk Students, Behavior Disorders, Civil Rights Legislation, Competence, Court Litigation, Discipline
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How to Cite
Ingles, K. E., Dulas, H. M., Jr, H. P., Nichols, S., McFarlane, E., Benzel, M., & Bowman-Perrott, L. (2025). Seclusion and Restraint: A Scoping Review of the Peer-Reviewed Published Literature Since the GAO Congressional Hearing of 2009 Through the End of the 2020 COVID-19 Pandemic. Journal of the American Academy of Special Education Professionals, 20(2), 53-87. https://doi.org/10.64546/jaasep.576

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