Effective Use of Time-Out

Effective Use of Time-Out

The Kentucky Department of Education addresses concerns over the proper use of time-out for students Effective Use of Time-Out (2000). Time-out denies student access to teacher and peer attention and joining ongoing activities because of undesirable behavior. The purpose is to reduce future occurrences of such behavior and may be implemented on three levels: contingent observation where the student remains in a group but does not participate or receive reinforcement; exclusionary where the student is denied reinforcement by being removed from an ongoing activity; and seclusionary where the student is removed from the instructional setting as a means to deny access to reinforcement. The report continues with comprehensive guidelines and check lists for effective use of time-out such as: obtain parent/guardian permission to use time-out; only use time-out as one part of an array of behavior interventions; do not engage in power struggles with students; avoid excessive use of time-out; never lock a student in a closed setting and maintain a view of the student at all times; maintain thorough written records; assess when time-out is not working.