The document discusses different aspects of timeout as a behavior modification technique. It defines timeout as removing a child from reinforcing stimuli when they display undesirable behavior. The history section notes that the concept was first invented and used by Arthur Staats in the 1960s. There are three main types of timeout: non-exclusionary (child remains in class but can't participate), exclusion (removed to another part of the room), and isolation (removed to another room). Effective timeout involves giving warnings, having a set place and duration (usually 1 minute per year of age), using a timer, and allowing the child to redeem themselves after.

1. Timeout
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2. Time out
• In its purest form, the term “time out” means that a child is being
removed or isolated from anyone or anything that might provide
reinforcement, reward or the perception of attention.
• Timeout is a behavior therapy technique for the control of problem
behavior.
• The technique involves removing source of reward and/or
reinforcement for any behavior that is unwanted.

3. History
• concept of time-out was invented, named, and used by Arthur staats
• Also introduced various elements that later composed foundations
for Applied Behavior Analysis
• Staats described the discipline of his 2-year-old daughter in 1962:
• "I would put her in her crib and indicate that she had to stay there
until she stopped crying. If we were in a public place [where her
behavior was inappropriate], I would pick her up and go outside."This
has the effect of weakening the preceding behavior so that it occurs
less frequently in the future.

4. Types
Non-ExclusionaryTime-out:-
The student remains in the classroom but is temporarily prevented
from taking part in reinforcing activities through withdrawal of
materials or attention.
1 – 5 minutes is long enough to be effective.

5. Exclusion :-
The student is removed to another part of the room and cannot watch
or take part in activities
5 minutes approximately or as per year.

6. Isolation/Seclusion :-
The student is removed entirely from the classroom to a buddy room or
a separate time-out room.
An adult should always supervise.
No longer than 15 minutes.
Non rewarding activities Plans for exiting and returning to class.

7. Time-Out
• Do’s:
• `Give a warning before timeout is used
• `Give a clear request
• `Use a normal tone of voice and be respectful
• `Explain your reasoning
• `Have a specific place for time-out
• `Usually 1 minute per 1 year of age
• `Use a timer
• `Have a more secluded backup area in case of refusal

8. Time out
• Don’ts:
• Don’t over-use the technique
• Don’t use an excessive amount of time
• Don’t forget to let the child redeem himself/herself (restitution)
• Don’t add extra consequences on top of time-out

9. How to make the process effective?
• Time-out can be a very effective behavior modification tool when it’s used
appropriately…
Explain the time out process to the child
UseTime Out Sparingly
FollowThrough withTime-Out
Have a Back Up Plan
FinalThoughts
for example:- “If you don’t go to time out now, you’ll lose your electronics for the next 24 hours.”

10. What does effective time out look like?
• The most effective way to use time out is utilize this technique to target a specific
behavior or behaviors.
• For example,: A child is disrupting your class to the point that no one is learning,
speaking loudly, swearing or threatening other children.
• Once we have defined the behavior or behaviors that will result in a time out,
• we need to define where time out will take place, for how long and any
constrictions that will result.
• The child should be informed that when he or she engages in the target behavior.
• he or she will be placed in time out in a small room, or a corner of a classroom, the
hall, etc.The location of time out is best accessed if it is close to the classroom.

11. • https://www.youtube.com/watch?v=teJ1cO4769U

12. …Any questions???