Researchers and practitioners often employ timeout procedures to manage inappropriate classroom behavior. When implemented inappropriately, however, timeout can result in dangerous situations and have received increased scrutiny (i.e., seclusion). The timeout ribbon procedure can prevent some of the dangerous situations associated with other forms…

African-American and Anglo-American children's assessments of four disciplinary methods (spanking, reasoning, withdrawing privileges, and time-out) were investigated with 108 children ages 6-10 years old and one of their parents. Children watched videos depicting a child being disciplined and then rated each discipline method. Reasoning was rated…

Recent mandates related to the implementation of evidence-based practices for individuals with autism spectrum disorder (ASD) require that autism professionals both understand and are able to implement practices based on the science of applied behavior analysis (ABA). The use of the term "applied behavior analysis" and its related concepts…

The use of restitution (requiring the child to compensate for damage he/she causes) and timeout for destructive behavior was investigated with 21 emotionally disturbed children (9 to 13 years old) in a residential school and treatment program. Staff were instructed to interrupt destructive behavior as quickly as possible and use the restitution…

This article focuses on the use of "timeout" as a classroom behavior modification technique. The questions and guidelines are presented in a flow chart format in order to facilitate easy and quick use by practitioners. (Author)

A procedure involving the intermittent presentation of timeout, restraint, and blindfolding produced complete suppression of self-slapping in a profoundly retarded adolescent. A variable ratio two schedule of time-out and physical restraint contingencies was effective in reducing and maintaining a low level of self-abusive behavior. (Author)

A firm physical restraint procedure (physically holding the child from behind until all verbal and physical aggressions had ceased for 30 seconds) was effective in significantly reducing the aggressive responses of a 6-year-old severely emotionally disturbed male in a self-contained special education class. (Author/CL)

Four boys (five to seven years old) with autistic-like behavior were treated for self-stimulatory behavior with three different treatment procedures--time out, differential reinforcement of other behavior (DRO), and overcorrection. (Author)

Many agencies provide parent training to groups for whom spanking as a response to timeout escape is not an option. An alternative was developed, the "two-chair hold" technique, which showed some success in decreasing timeout escape and improving overall behavior. Discusses clinical issues regarding use of this technique. (LKS)

Examined the effects of two time-out (TO) procedures (within-room and out-of-room), on compliance and oppositional behavior. A total of 24 5-year-olds and their mothers were observed in three experimental conditions, pretraining, training, posttraining. Both out-of-room and within-room TO reduced oppositional behavior and increased compliance.…

The study evaluated the usefulness of 48 hours of Restricted Environmental Stimulation Therapy (REST) as a treatment for eight autistic children (between 5 and 11 years old). Ss were placed in a dimly lit room which contained only a mattress, told to ask for toilet facilities when needed, and then left alone except for when meals were brought in.…

Two paradigms (rewards and verbal prompts, and timeout procedures), both making social consequences contingent upon the S's behavior and both requiring the S to practice the desired response, were used to reduce inappropriate language in a 33 year old resident of a center for the developmentally disabled. Data from the morning and afternoon…

Describes an approach to behavior modification employing gradual stages and beginning with the enhancement of positive behavior. Major emphasis is placed on accelerating prosocial behavior rather than decelerating antisocial behavior. (CM)

Provides information on the time-out research in hopes of enabling school psychologists to use, and train others to use, time-out more effectively when indicated by the data from a behavioral or functional assessment. The guide may also serve as a heuristic for those wishing to conduct research on the use of time-out in the classroom. (Author/MKA)

This study used time-out (TO) as the primary therapeutic intervention with a 13-year-old highly aggressive male in a public school setting. TO was used over a 10-week period with extinction of the specified behaviors occurring after the seventh week. During an 8-week follow-up only three instances of the aggressive behaviors were observed. (Author)