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…

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)

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)

Examined are the ethical and legal parameters which need to be considered by teachers before implementing timeout procedures with behavior problem children in the classroom. (Author/DB)

A variety of group oriented behavior management strategies to modify classroom behavior problems is suggested. Advantages, disadvantages, and implementation guidelines for the group response cost system, the good behavior game, the group timeout ribbon, hero method, peer-mediated extinction, and peer confrontation. (DB)

The use of punishment and time-out with 54 severely emotionally disturbed and behavior disordered children (7-13 years old) in a residential school and treatment program was examined. Both exclusion (E:TO) and isolation (I:TO) varieties of time-out were applied. In E:TO, the student was placed in a portion of the room not being used or in the…

This booklet reviews the literature and offers procedures to reduce undesirable behavior in school settings. The following topics are addressed: definition of terms relating to behavior reduction procedures; environmental modification (changing the demands of a task, reducing the complexity of each step, or teaching a new skill); differential…

Documented are the difficulties found in the use of ignoring and/or time-out procedures by parents of children with behavior problems in the home setting. (Author/IM)

This study compared guided compliance versus time out as a method of promoting child adherence to adult requests. Time out effected larger increases in percentage compliance among four of five participating children (ages three to six years) with mild developmental disabilities. (Author/DB)

Outlines some positive steps for reducing the undesirable classroom behavior of preschool children. (ED)

Two papers describe studies to decrease inappropriate social behaviors of severely retarded students. R. Spangler and others in "The Effect of a Time-Out Procedure on the Duration of Tantrum Behavior in a 13-Year-Old Severely Retarded Male S" report on a three phase study in which a combination of verbal instructions and a timeout procedure…

Timeout from auditory reinforcement was employed to reduce rates of target responses of two mentally retarded children (9 and 11 years old). Results supported the response deceleration characteristic of timeout from auditory reinforcement and indicated its effectiveness as a response reduction technique. (Author)

Noting that current use of the disciplinary technique of timeout is often punitive, counterproductive, and damaging to children, this book presents suggestions to parents and teachers for making timeout a positive, motivating experience. Timeout, when used in combination with other techniques, can empower children to learn self control and self…

Six behavior analysis graduate students instructed parents with a history of child abuse and neglect in the use of time-out, before and after receiving training in time-out themselves and before and after training in behavioral consultation. Proficiency at administering time-out was insufficient for instructing others in its application; explicit…