Decreasing Behavior:Time-Out

Created by: Beridiana G. Balajadia & Jerika Jenna G. Dee

ED457G Behavior Management /Mrs. Cathy Cardenas July 16, 2012

Time Out Overview Video

• http://www.youtube.com/watch?v=70UPAQx44i0

At the end of this presentation:

• You will be able to– Define Time-Out– Describe three types of time-out– Understand the effectiveness of time-out– Understand the steps in time-out– Identify disadvantages and advantages of

time-out– Know 3 research cases that support the

effectiveness of time-out

Definition: Time OutDefined as the removal of a child from an

apparently reinforcing setting to a presumably non-reinforcing setting for a specified and limited period of time.

“Time away from positive reinforcement” (Powell & Powell, 1982)

Two important factors: • Time-out is contingent on exhibition of the

target behavior• A discrepancy that is meaningful to the

student (Cuenin and Harris, 1986)

Three Types of Time-out:

Observational time-out in which the student is withdrawn from a reinforcing situation by Him/her in the outer perimeter of the activity,

they can hear and see but not participate Child’s head on the desk (“heads-down) Removing activity materials Eliminating or reducing response maintenance

stimuli (e.g. room illumination)

Three Types of Time-out:

Exclusion is a procedure in which the student leaves a reinforcing situation to a presumed nonreinforcing situation while remaining in the classroom. (e.g. placing a screen between the student and group)

Seclusion is a procedure that makes use of a “time-out” room. (e.g. student leaves the classroom and goes to an isolated room.

CAUTION

Isolation time-out removes a individual from his/her educational program, even for a brief time, the IEP team must convene.

Steps in Time-Out

Effectiveness of Time-Out based on 7 factors:

• Characteristics of individual child• Teacher consistent application of the

intervention• Childs understanding of the rules of time-

out• Characteristics of the time-out area• Duration of time-out• Evaluation of the effectiveness of the

intervention

Characteristics of Child

• We must know the characteristics of individual

• For the acting out , group-oriented child, and aggressive child, time-out maybe effective

• For the withdrawn, passive, solitary child who is prone to daydreaming, time-out maybe inappropriate.

Consistency of Application

• Must be consistent over a predetermined period of time

• If not, child will get confused and wrong behavior is reinforced

• E.G. : – child eat vegetables MWF– child hardly eats vegetables TTH– child doesn’t eat vegetables SS

Childs Understanding of the Rules

• Should know what to do and what not to do

• Should know the consequences of forbidden behaviors

• Rules should be communicated to child, posted, and reviewed frequently

• Time-out does not include lecturing, reprimanding, or scolding before , during, or after intervention.

• Can include a warning process

• Time must be taken to explain why child is in time out

Characteristics of Time-Out Area

• Must be careful in chosing time out area

• Avoid area that may appear non-reinforcing but is in effect reinforcing to children

• Avoid sending to principals office

• Should be – as non-reinforcing as

possible– be away from high

traffic– Away from doors

and windows– Out of the children's

view– Within view of

observer

Duration of Time-Out

• Looses its effectiveness if too lenghty and too brief

• Limited to approximately 2 minutes after the child has quieted

• Four or Five minutes time-out maximun• Never more than 10 minutes• Recommended to use a timer when time

is up

Evaluation of Effectiveness

• Record and analyze time-out incidents• Log should be prepared which includes– Time sent and escorted to timeout– Time child returned to activity– Activity taking place just before child was

sent to timeout– Activity when the child returned from time

out

ADVANTAGES …

Puts limits on behaviors

Invites little adult emotion

Increases consistencySimple to doHelps parents to

calm themselves down

Better then spanking and hitting

Transferable among care-givers

Developed for children with ADD

Sometimes attains Short term goals of stopping misbehavior

DISADVANTAGES … Promises “magic” and speed

which can be unrealistic goal in parenting

Fails to address Long term goals of child developing belonging and attachment with family

Teaches that time-out is a negative punishment rather then a positive life skill

Fails to teach problem solving or co-operation skills

Fails to teach internal controls and self-discipline

Fails to teach conflict resolution and thinking skills

Gives negative attention to misbehavior which may increase misbehavior

Increases original and repeat behaviors because child’s underlying needs not addressed

Invites power struggles

EFFECTIVENESS … Case 1

Popularity technique among parents trying to manage and guide children’s behavior

Used appropriately, time out is an effective method, along with comprehensive positive approach for addressing challenging behaviors

It further supports the design to teach, nurture, and encourage positive social behaviors

The Role of Time Out in a Comprehensive Approach for Addressing Challenging Behaviors

of Preschool Children (2004)

CASE 1Such approach as …

2. Building Positive Relationship3. Using Classroom Preventive Practices4. Teaching Social Skills5. Individualizing Behavior Intervention Efforts6. Teaching Children Replacement Skills7. Providing Specialized Services8. Involving FamiliesMost effective when used for only specific

situations. When overly used, children are repeatedly in time-out or become unresponsive

Re-evaluate

Case 2 Effective Use of Time-Out Procedures to

Reduce Child Misbehavior (2000)

• Always begin with the least restrictive time out unless child's behavior is a danger to others or severely out of control

• Proceed to continuum of time out procedures until effective procedure is found

A Continuum of Time-Out Procedures Appropriate For Use With Young Children

1. Planned ignoring

2. Withdrawal of materials

3. Timing-out an object

4. Contingent observation time-out (the child can remain in the setting, but cannot participate–can only observe)

5. No look time out (child remains in the setting, but is placed so that they cannot observe what is going on)

6. Head down time-out

7. Time-out to another environment (another classroom or a time-out room)

8. Movement suppression time-out (severe behavior)

Case 3How to Use Time-Out Effectively (2007)

• Many abuse time-out • May use it ineffectively• Ineffective use may

lead to legal problems• Extreme time-out

procedures may violate student rights

Recommendations

• Make the classroom reinforcing (increase positive comments)

• Develop a Hiercharchial behavior Management Plan

• Make Data Based Decisions• Document the use of time-out• Establish a time-out policy

Class Discussion

• Given the information about time - out, where would the location of time-out be in this classroom?

Summary• Time-out is a controversial intervention

that removes students from educational opportunities.

• The decision to use time-out should be a discussion by the students Individual Education Program team and should be carefully documented and evaluated

• When policy and procedures are implemented properly, time out can be effectively used.

RESOURCES …• Dunlap, G., Fox, L., Hemmeter, M. L., & Strain, P. (2004,

August). The role of time-out in a comprehensive approach for addressing challenging behaviors of preschool children. Retrieved from http://csefel.vanderbilt.edu/briefs/wwb14.pdf

• Merrell, K.M. (2000, August). Effective Use of Time-Out Procedures To Reduce Child Misbehavior. Retreived from www.education.uiowa.edu/pq/Files/time-out.pdf

• Ryan,J.B, Sanders,S., Katsiyannis, A., and Yell, M.L. (2007). Using Time-Out Effectively in the Classsroom.

• Walker,J.E. Shea,T.M., & Bauer A. M. (2007). Behavior Management: A prac3cal approach for educators (9th ed.). Columbus, OH: Pearson

• Youtube.com : Time Out Overview retrieved from : http://www.youtube.com/watch?v=70UPAQx44i0

• TIME OUT PROCEDURES. Child Development & Rehabilitation Center. Oregon Health & Science University