The image shows a flowchart depicting when an exclusionary time-out might become seclusion:
Has the student been separated from the learning environment or classroom?
If no then: If the student remains physically present in the learning environment then the behavioral support may be an inclusionary time-out (see #1 above).
If yes then: Is the student in a space that is physically separated from the classroom (e.g., a “time-out” room that is either within or outside of the classroom)?
If no then: If the student remains physically present in the learning environment then the behavioral support may be an inclusionary time-out (see #1 above).
If yes then: Is the student involuntarily confined to a room or area?
If no then: Not seclusion, but most likely is an exclusionary time-out (see #2 above).
If yes then: Is the door closed, and is the student being physically prevented from opening the door?
If no then: Not seclusion, but most likely is an exclusionary time-out (see #2 above).
If yes then: Is the student alone with no staff members inside the room?
If no then: Not seclusion, but most likely is an exclusionary time-out (see #2 above).
If yes then: Is a school counselor or other behavioral support professional immediately available outside the time-out room, continuously observing and providing support to assist the student in calming?
If yes then: Not seclusion, but most likely is an exclusionary time-out (see #2 above).
If no then: STOP! This is seclusion (see #3 above) and is not allowed according to regulations at 603 CMR 46.00.