Challenging Behaviors: Time-Out Procedures
For week 4 of my challenging behavior journey, I learned a lot about the time-out process. Time-out is often seen as a punishment that is cruel, but correct use of time-out procedures are quite the contrary. There are four types of time-out procedures and the purpose of each procedure is to reduce inappropriate student behaviors, such as inappropriate social behaviors, disruptions, disobedience, and aggression (Ryan et al., 2007). Type one is called inclusion time-out. During this procedure, the child is removed from a positive reinforcement activity or setting and he/she is unable to participate in the activity at hand (Ryan et al., 2007). The child is still able to observe the teacher's instruction, but now he/she can only observe the activity and participate in a different way--maybe a writing activity. Inclusion time-out is the least restrictive time-out. Type two is called exclusion time-out. During this procedure, the child is either removed from the room or placed away from his/her peers during a positive reinforcement activity (Ryan et al., 2007). The purpose of the time-out may be to allow the child to calm down or to self-reflect away from peers. The child is not participating in the class activity, nor is the child observing the teacher's instruction. Type three is called seclusion time-out. During this procedure, the student is placed in an area or room for the duration of the time-out. The setting is often a comfort room, quiet room, or cool down room (American College of Education, Ryan et al., 2007). Type four is called restrained time-out. It is the most restrictive time-out and is often used only under specific training with younger children (American College of Education, 2023; Ryan et al., 2007). During this procedure, the teacher puts the child in a physical hold, called a "basket hold". This basket hold is the time-out itself, and it is used only when the child refuses all other time-out options (American College of Education, 2023; Ryan et al., 2007).
It is important to know that to correctly use the time-out procedures, there should be a behavior intervention program or incentive program integrated with it (Ryan et al., 2007). In addition, teachers should establish a policy that is professional and can be implemented by all staff members. The policy should include the purpose of using time-out procedures, professional training, established time-out rooms for seclusion, plans that are reinforcing and engaging for students, established duration of each type of time-out, documentation of time-out procedures used, analysis of student data, and decisions that will be made based on the data analysis (Ryan et al., 2007).
As parents or teachers, it is also important to know that each time-out should be consistently implemented, with duration periods ranging from five minutes to fifteen minutes depending on the type of time-out that is used. As you can see, the duration periods are just long enough for the students to cool down, observe positive behavior, or reflect on their own actions.
References
American
College of Education (2023). CI 5523 Interventions for students with
challenging behaviors: Module 4 [Part 3 presentation]. Canvas. https://ace.instructure.com/courses/1904159/external_tools/118428
For week 4 of my challenging behavior journey, I learned a lot about the time-out process. Time-out is often seen as a punishment that is cruel, but correct use of time-out procedures are quite the contrary. There are four types of time-out procedures and the purpose of each procedure is to reduce inappropriate student behaviors, such as inappropriate social behaviors, disruptions, disobedience, and aggression (Ryan et al., 2007). Type one is called inclusion time-out. During this procedure, the child is removed from a positive reinforcement activity or setting and he/she is unable to participate in the activity at hand (Ryan et al., 2007). The child is still able to observe the teacher's instruction, but now he/she can only observe the activity and participate in a different way--maybe a writing activity. Inclusion time-out is the least restrictive time-out. Type two is called exclusion time-out. During this procedure, the child is either removed from the room or placed away from his/her peers during a positive reinforcement activity (Ryan et al., 2007). The purpose of the time-out may be to allow the child to calm down or to self-reflect away from peers. The child is not participating in the class activity, nor is the child observing the teacher's instruction. Type three is called seclusion time-out. During this procedure, the student is placed in an area or room for the duration of the time-out. The setting is often a comfort room, quiet room, or cool down room (American College of Education, Ryan et al., 2007). Type four is called restrained time-out. It is the most restrictive time-out and is often used only under specific training with younger children (American College of Education, 2023; Ryan et al., 2007). During this procedure, the teacher puts the child in a physical hold, called a "basket hold". This basket hold is the time-out itself, and it is used only when the child refuses all other time-out options (American College of Education, 2023; Ryan et al., 2007).
It is important to know that to correctly use the time-out procedures, there should be a behavior intervention program or incentive program integrated with it (Ryan et al., 2007). In addition, teachers should establish a policy that is professional and can be implemented by all staff members. The policy should include the purpose of using time-out procedures, professional training, established time-out rooms for seclusion, plans that are reinforcing and engaging for students, established duration of each type of time-out, documentation of time-out procedures used, analysis of student data, and decisions that will be made based on the data analysis (Ryan et al., 2007).
As parents or teachers, it is also important to know that each time-out should be consistently implemented, with duration periods ranging from five minutes to fifteen minutes depending on the type of time-out that is used. As you can see, the duration periods are just long enough for the students to cool down, observe positive behavior, or reflect on their own actions.
References
American College of Education (2023). CI 5523 Interventions for students with challenging behaviors: Module 4 [Part 3 presentation]. Canvas. https://ace.instructure.com/courses/1904159/external_tools/118428
Ryan, J. B., Sanders, S., Katsiyannis, A., & Yell, M. L. (2007). Using time-out effectively in the classroom. Teaching Exceptional Children, 39(4), 60-67.
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