Library: Policy

340:110-3-288. Discipline

Revised 6-1-22

(a) General. Discipline and behavior guidance is developmentally appropriate, responsive to the circumstances, constructive, and provides learning opportunities. Personnel do not seek or accept parental permission not complying with requirements, per Oklahoma Administrative Code (OAC) 340:110-3-293(a).

(b) Appropriate discipline.

(1) Assessment. Personnel evaluate the environment, atmosphere, and activities before considering specific child interventions.

(2) Interaction. Personnel interact with an attitude of understanding and firmness.

(3) Fairness and consistency. Personnel use fair and consistent rules.

(4) Perspective. Personnel maintain perspective and recognize every behavior not requiring teaching personnel's attention or intervention.

(5) Expressing acceptance and disapproval. Personnel speak so children understand their feelings are acceptable, but the action or behavior may be unacceptable.

(6) Self-control. Personnel encourage children to develop self-control.

(7) Relevant. Personnel choose discipline relevant to the behavior.

(8) Redirect. Personnel provide alternatives when the behavior is unacceptable.

(9) Consequences. Personnel use safe, natural, and logical consequences helping children take responsibility for his or her actions.

(10) Individualize. Personnel recognize every discipline method is not effective with every child or circumstance.

(11) Time-out or time-away. Personnel may consider this option when other discipline methods are ineffective.

(A) Personnel use this method only with children 2 years of age and older when:

(i) necessary for the child to regain self-control;

(ii) the child has the ability to learn from it; and

(iii) appropriate supervision is maintained.

(B) The child may sit quietly or participate in an individual activity.

(C) Time-out is limited to one minute or less for each year of age. However, when self-control is regained in less time, the child may rejoin an ongoing activity.

(1) Physical. Inappropriate physical discipline examples include:

(A) actions that could cause pain, such as shaking, hitting, striking with an object, spanking, swatting, thumping, pinching, popping, shoving, spatting, hair pulling, yanking, and slamming;

(B) biting a child;

(D) exposure to extreme temperatures;

(E) excessive or forced exercise; and

(F) restraining or tying to restrict a child's movement by any means other than holding. Holding is used only as long as necessary for the child to regain self-control.

(2) Psychological and emotional. Inappropriate psychological and emotional discipline examples, include:

(A) humiliating, rejecting, or neglecting a child;

(B) making derogatory or sarcastic remarks about a child's family, race, gender, religion, or cultural background;

(D) punishing or threatening a child in association with:

(i) education, such as writing repetitive sentences and homework; and

(ii) physical needs, such as:

(I) withdrawing, denying, or forcing food, rest, or toileting; and

(II) withdrawing or denying outdoor play or a weather alternate activity;

(E) isolating a child without supervision;

(F) placing a child in a dark area;

(G) allowing a child to discipline other children; and

(H) punishing an entire group due to the actions of one or a few children.

(d) Inappropriate food reward. Food is not used to obtain or reward desired behaviors.

(1) Food reward exception. When a child has a non-typical behavioral issue or learning style and other methods to modify the child's behavior do not work, food if necessary, may be used initially to obtain or reward a desired behavior.

(2) Food reward exception plan. A behavior modification plan, with timeframes, is developed by relevant professionals, when applicable, director, and parents to eliminate food as a reward and take steps to transition to another method for obtaining or rewarding desired behaviors. Documentation is maintained, per OAC 340:110-3-281.4(b).