Alternatives To and Effective Use of Time Out

When implementing behavior reduction procedures, it is best to determine the function of the behavior first. (See related resources below.) Rather than focusing on punishment, remember the child needs to learn skills to replace the interfering behavior.

Time Out, while it can effectively decrease a behavior in the moment, does not teach any new skills. Therefore, time out must be used with teaching strategies (see related resources below).

Remember that an environment can be behaviorally enriched by:

• Giving 4 times as much positive reinforcement as negative or punishment.
• Having a systematic behavior support plan for teaching and reinforcing a replacement behavior that serves the same function as the undesired behavior. These less intrusive procedures should have been determined as ineffective before timeout is used.
• Ensure the child has an appropriate form of communication
• Ensure the child feels safe and respected
• Ensure the child has multiple opportunities for choice

Ensuring effective time outs takes some preventative work when everyone is calm. It is impossible to try to teach when someone is upset. The following steps/guidelines are intended to help implement timeout procedures appropriately and effectively. They are not a comprehensive or complete explanation of how to use timeout.

Those who are attempting to implement timeout procedures for the first time should consider having support and consultation by professionals with expertise in behavioral intervention procedures.

The time out strategy involves removing the child from the current reinforcement as a consequence of a specific undesired behavior. Time Out may include:

• Removal from the current area
• Break from the ongoing activity (i.e. sitting out)
• Removal of the specific toy/activity with which the interfering behavior occurred
• Removal of social attention

Strategies to be considered prior to using time out include:

• Differential reinforcement – at its most basic level, this procedure involves densely reinforcing only the appropriate response (behavior you wish to increase). You want the child to WANT to use the appropriate behavior. This may involve teaching them the skills first, immediately reinforcing that response, and then slowly weaning down the reinforcement.
• Token Economy -a token economy system is a procedure that offers a child some type of token (sticker, bingo chip, point) for displaying specific positive behaviors. These tokens are then traded in for a reward. A response cost is when you remove a token when the interfering behavior occurs, thus decreasing the likelihood that the behavior will occur again. Token economies with response cost only work when the activity or items used are true reinforcers for the child and the child understands the relationship between the token and the behavior

• Child's Age: 3-5, 6-10, 11-13, 14-17
• Planning Effort: Moderate
• Difficulty Level: Moderate

Teach the specific positive skills to the student.

Identify the type of time out you are using.

Prepare a data sheet for collecting a written record of each occasion that the desired positive behavior is performed as well as when you use time out. Ideally, you should see the interfering behavior decrease and the desired behavior increase.

Review steps/guidelines with all staff for consistency.

1. Collect ABC data to determine what may be causing and reinforcing the interfering behaviors.

2. Identify and teach a positive replacement behavior.

3. Remember to always reinforce positive behaviors!

Consider the following steps/guidelines for implementing time outs if necessary:

1. Identify the type of time out (see list above)

2. Explain what the time out means to the child.

3. Implement a warning signal indicating that time out is imminent if they do not alter their behavior, if appropriate.

4. Model the appropriate/desired behavior.

5. If the behavior occurs again, say a statement to the student that is used consistently each time by all staff.

6. Be consistent every time the behavior occurs.

7. Follow-through on time out procedures for a set amount of time. Most of the time it is no more than 5 minutes.

8. Keep written records of each occasion that time out is used, including the following: child’s name, behavior resulting in time out, beginning and ending time of time out, location of time out, child’s behavior during time out. This data will show the effectiveness of the time out.