Minnesota Legislature
Office of the Revisor of Statutes
2007 Minnesota Statutes
- Search Minnesota Statutes
- About Minnesota Statutes
- 2007 Statutes New, Amended or Repealed
- 2007 Table of Chapters
- 2007 Statutes Topics (Index)
Chapter 121A
Section 121A.66
Topics
Recent History
- 2009 121A.66 Repealed 2009 c 96 art 3 s 22
- 2005 Subd. 5 Amended 2005 c 5 art 3 s 1
- 2005 Subd. 6 New 2005 c 5 art 3 s 2
- 2005 Subd. 7 New 2005 c 5 art 3 s 3
This is an historical version of this statute chapter. Also view the most recent published version.
121A.66 DEFINITIONS.
Subdivision 1. Application. For the purposes of providing instruction to children with a
disability under sections 125A.03 to 125A.24, 125A.26 to 125A.48, 125A.65, this section, and
section 121A.67, the following terms have the meanings given them.
Subd. 2. Aversive procedure. "Aversive procedure" means the planned application of an
aversive stimulus.
Subd. 3. Aversive stimulus. "Aversive stimulus" means an object that is used, or an event or
situation that occurs immediately after a specified behavior in order to suppress that behavior.
Subd. 4. Deprivation procedure. "Deprivation procedure" means the planned delay or
withdrawal of goods, services, or activities that the person would otherwise receive.
Subd. 5. Emergency. "Emergency" means a situation in which immediate intervention
is necessary to protect a pupil or other individual from physical injury or to prevent serious
property damage.
Subd. 6. Positive behavioral interventions and supports. "Positive behavioral interventions
and supports" means those strategies used to improve the school environment and teach pupils
skills likely to increase pupil ability to exhibit appropriate behaviors.
Subd. 7. Time-out. "Time-out" means:
(1) a contingent observation, which is not a regulated intervention, and involves instructing
the pupil to leave the school activity during the school day and not participate for a period of time,
but to observe the activity and listen to the discussion from a time-out area within the same setting;
(2) an exclusionary time-out, which is not a regulated intervention, and involves instructing
the pupil to leave the school activity during the school day and not participate in or observe the
classroom activity, but to go to another area from which the pupil may leave; or
(3) a locked time-out, which is a regulated intervention, and involves involuntarily removing
the pupil from the school activity during the school day and placing the pupil in a specially
designed and continuously supervised isolation room that the pupil is prevented from leaving.
History: 1988 c 554 s 1; 1990 c 495 s 1; 1991 c 265 art 3 s 38; 1994 c 647 art 13 s 11; 1998
c 397 art 9 s 26; art 11 s 3; 1Sp2005 c 5 art 3 s 1-3
Subdivision 1. Application. For the purposes of providing instruction to children with a
disability under sections 125A.03 to 125A.24, 125A.26 to 125A.48, 125A.65, this section, and
section 121A.67, the following terms have the meanings given them.
Subd. 2. Aversive procedure. "Aversive procedure" means the planned application of an
aversive stimulus.
Subd. 3. Aversive stimulus. "Aversive stimulus" means an object that is used, or an event or
situation that occurs immediately after a specified behavior in order to suppress that behavior.
Subd. 4. Deprivation procedure. "Deprivation procedure" means the planned delay or
withdrawal of goods, services, or activities that the person would otherwise receive.
Subd. 5. Emergency. "Emergency" means a situation in which immediate intervention
is necessary to protect a pupil or other individual from physical injury or to prevent serious
property damage.
Subd. 6. Positive behavioral interventions and supports. "Positive behavioral interventions
and supports" means those strategies used to improve the school environment and teach pupils
skills likely to increase pupil ability to exhibit appropriate behaviors.
Subd. 7. Time-out. "Time-out" means:
(1) a contingent observation, which is not a regulated intervention, and involves instructing
the pupil to leave the school activity during the school day and not participate for a period of time,
but to observe the activity and listen to the discussion from a time-out area within the same setting;
(2) an exclusionary time-out, which is not a regulated intervention, and involves instructing
the pupil to leave the school activity during the school day and not participate in or observe the
classroom activity, but to go to another area from which the pupil may leave; or
(3) a locked time-out, which is a regulated intervention, and involves involuntarily removing
the pupil from the school activity during the school day and placing the pupil in a specially
designed and continuously supervised isolation room that the pupil is prevented from leaving.
History: 1988 c 554 s 1; 1990 c 495 s 1; 1991 c 265 art 3 s 38; 1994 c 647 art 13 s 11; 1998
c 397 art 9 s 26; art 11 s 3; 1Sp2005 c 5 art 3 s 1-3
Official Publication of the State of Minnesota
Revisor of Statutes