Time-Out

There are three levels of time-out (Alberto & Troutman, 2006; Martella, Nelson, Marchand-Martella, & O’Reilly, 2012):

Non-exclusionary time-out takes place when the child is not removed from the situation but is not allowed to participate. The child loses access to the reinforcer but is not removed from the situation. This can be accomplished in several ways. For example, one innovative way would be to have children wear ribbons (Foxx & Shapiro, 1978). When one of the children misbehaves, his or her ribbon is removed. When the ribbon is removed, the child is not attended to for a short period of time. Once this time has elapsed, the ribbon is given back to the child.

Another method is to remove a toy from a child who is abusing it. The toy is removed for a short period of time and then given back. We could also have the child sit and watch an activity. For example, suppose Sarah is getting into fights during a soccer game in gym class. We could have Sarah sit and watch the soccer game, but not play for a period of time.

Exclusionary time-out involves removing the child from the group. The child is placed on the stairs, behind a partition, in the hallway, or in a corner. Again, the purpose of this time-out is to remove the source of reinforcement from the child's behavior.

Seclusionary time-out is the most restrictive form of time-out one can use. Seclusionary time-out should rarely be used. It involves placing the individual in seclusion, for example in a specially designed room. This form of time-out is the most apt to be abused. Stories of locking children in closets, basements or boxes have been told. Seclusionary time-out is developed for those children who pose a serious risk to themselves or others.

Why Would Time-Out Not Work?
There are two reasons why time-out may not work. First, time-out will not work if the source of reinforcement is not removed. For example, if Ryan misbehaves in a classroom and receives attention from other students, placing Ryan in the corner of the room where he can still hear the other students probably will not work. Next, putting Nancy in her room where she has access to her toys as a time-out probably will not be successful. If you cannot remove the source of reinforcement of a behavior, a time-out is a waste of time, except that you may gain relief from the child for a few minutes. Second, there must be time-in. In other words, time-out will not work if there is nothing to lose. If the child is in a situation that is punishing, being put into a corner may be a welcome relief. Similarly, being removed from class when a nonpreferred assignment is taking place may be greeted with enthusiasm by the child. Thus, there are two things that must be present for time-out to work:

  1. Removal of the source of reinforcement
  2. Time-in

In order to implement time-out successfully, several things must take place.

  1. Determine the time-out procedure and location.
  2. The amount of time for time-out should be set. A rule of thumb is that time-out should be in place for one minute for every year of age. Thus, if Ben is five years old, time-out should be in effect for five minutes. However, the length of time is not all that crucial. Five minutes may work for Ben, but other children may respond to less or more time. Also, longer time-outs, such as 30 minutes, do not seem to be any more effective than shorter time-outs, such as five minutes.
  3. Use ten words or fewer when sending the child to time-out. For example, saying, "Julie, you hit your sister; go sit on the stairs," is better than "Julie, you hit your sister. Haven't I told you not to do that? You can hurt her. I never want to see that again. Go sit on the stairs." Longer verbal descriptions serve only to reinforce or provide attention to the child. In fact, "Julie, go sit on the stairs" should suffice. If the child does not stay in time-out, verbally or physically prompt him or her back to time-out.
  4. Use a neutral tone of voice and facial expression. Try not to look angry. Anger can function as a reinforcer for the child.
  5. Require the child to be quiet for the last 15 seconds or so before he or she can come out of time-out (or earn the toy back or participate in the game).
  6. When the child is removed from time-out, move on. Do not continue to harbor any anger toward the child (at least do not show it). Provide time-in at this time. Bring the child back to the reinforcement situation. This lets him or her see what was missed.
  7. As was stated earlier, time-out works for behaviors that allow access to attention, tangibles or activities. Therefore, time-out should fit the function of the behavior. If the behavior allows for access to activities, there should be an "activity" time-out. If the behavior gains attention, there should be an "attention" time-out. If the behavior gains access to tangible items, there should be a time-out from the tangible items.

If the behavior allows escape from a task (e.g., Jack has tantrums whenever he is told to clean up his toys), time-out may reinforce the behavior (e.g., Jack delays cleaning up his toys). In this case, if time-out is used, always require the child to complete the required task, such as picking up toys, once the time-out is finished. A time-out is an effective procedure. However, there are times when you would do well to consider using an alternative procedure. Suppose that you are working with a rather large child who refuses to go to time-out. You will either allow the child to refuse to go to time-out or you will have to prompt the child into time-out. This prompting may become somewhat physical, and there may be a strong potential for injury.