Using Time Out in the Classroom

What’s Inside

Using Time Out From Positive Reinforcement
Implementing Time Out
Tips for Success

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Time Out from Positive Reinforcement

A time out from positive reinforcement (or time out) is an intervention
designed to reduce disruptive student behavior by temporarily removing
the student from classroom activities and eliminating positive
reinforcement. While in time out, the student has the opportunity to
practice self-regulation. The student has the opportunity to be
rewarded by rejoining the class once a certain amount of time has
passed and appropriate behavior has been demonstrated. Common
time out durations are 5 to 10 minutes or the equivalent of 1 minute for
each year of age of the student.

There is evidence demonstrating that the use of time out can lead to
reductions in non-compliant behavior in elementary classrooms.

How to Implement Time Out

Identify a time out area in the classroom. This should be an area
removed from reinforcing objects or materials, but close enough to
the main activity space that the child in time out can hear and see
class activities. This space should be clearly defined (e.g., within
these four tiles in the floor; on this carpet square).
Decide what student behaviors result in a time out (e.g., physical
aggression; repeated non-compliance) and clearly communicate this
to all students in the class (e.g., post in the classroom).
Teach time out procedures, expectations for being in a time out,
and location of the time out to all students. This should include:
– Behaving appropriately while in the time out (e.g., keeping hands
to self and not disrupting the class)
– Remaining in the time out area
– The last minute of the time out should not involve any
inappropriate behavior; this is a way for the student to
demonstrate that s/he is ready to return to the group activity.
When a student demonstrates one of the behaviors that leads
to time out, direct him/her to the time out area by stating
the behavior he/she has demonstrated and how long he/she
will be in time out. Let him/her know that the time out will begin
when he/she is in the time out area. Do not engage in arguing or
discussion with him/her. Praise the student for going to the area.
Return to the class activity and set a timer. While the student is
in time out, be sure to provide positive reinforcement to students
who are behaving appropriately in the class and who are
ignoring the student’s behavior. Ignore comments or behavior
from the student in time out.
If the student is behaving appropriately, ask if he/she is ready to
rejoin the group after the timer goes off. If so, provide a direction
for the student to follow and praise the student once he/she has
appropriately followed the instruction. If the student is not
behaving appropriately in time out, remind him/her that he/she
must serve the last minute of the time out appropriately.

Tips for Success

When teaching the time out procedures, consider role playing so that the students observe the expectations. Discuss with students the strategies that can be used to avoid earning a time out (e.g., asking to move away from a provocative peer; use of coping strategies).
Talk about time out and assign time outs using a neutral tone of voice.
Make the classroom activity as reinforcing as possible. If the student is happy to be missing out on the activity (e.g. getting to sit rather than participate in read aloud), they will not be motivated to behave appropriately and rejoin the group.
Monitor students for mild escalating behaviors and attempt to intervene proactively (e.g. offering choices, encourage use of coping strategies so that the student does not engage in behaviors that warrant a time out.
Time outs should be fairly brief (3.5 minutes), although they may be lengthened if behavior during time out is inappropriate.

External Resources

What is Responsive Classroom Time-Out

Calming Down in Time-Out (video)

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