In accordance with the requirements set forth in 105 ILCS 5/2-3.130 and Public Act 102-0339, each school district board must create an oversight team that consists of, but is not limited to, teachers, paraprofessionals, school service personnel, and administrators to develop district-specific plans that include procedures to reduce and eventually eliminate the use of physical restraint, time out, and isolated time out (RTO).

Specific behavioral interventions are recommended based on the level of restrictiveness that the student needs to improve behavior. For example, self management is a proactive nonrestrictive intervention, and physical restraint is a highly restrictive intervention. The level of intervention should match the level of behavior.

These guidelines of intervention are designed to promote the use and maintenance of the best professional standards and practices for providing students with behavioral interventions. The selection of an intervention should always be based on the individual needs of the student. Because students respond differently to various interventions, some plans will be more or less intense. Analyzing information collected during the functional analysis phase of the plan will yield valuable information. The least restrictive intervention which will produce the greatest desired behavioral change should be selected from the continuum of strategies. Regardless of the choice, the pupil's human dignity and personal privacy, personal freedom, and social interaction must always be considered.