Effective Discipline: Time out

One of the most widely used discipline procedure with children is the use of “time out”. Clinically, this procedure involves the temporary removal of positive reinforcement for engaging in the undesirable behavior. When the negative behavior occurs, the positive event is removed, or the child is removed from the event, for a brief time.

There are three primary forms of time out.

1) Briefly removing reinforcing event/item from the child. Example: Johnny’s mother is trying to teach him to swallow each bite of his food before taking another bit. She demonstrates for him and gently guides him to do the same. However, he is very impulsive and sometimes ignores her guidance, shoveling food into his mouth without swallowing between bites. When he is cooperative with her guidance she praises his responsiveness. If he ignores her guidance, she briefly moves the plate of food away for one minute. This interruption is mildly annoying for Johnny so he goes back to responding to her guidance. If the child becomes upset and resistant, she removes the plate away until one minute past calm.

2) Removing person away from, but in view of, the reinforcing activity (e.g. chair time out). Example: Jessica will frequently take food from others at the lunch table at school. The assistant previews with Jessica, before eating, what is her food and what belongs to the other children, and gives her plenty of space between Jessica and the other kids (to makes sure she doesn’t confuse her food with the others). She is reminded to eat her food only, but she gets impulsive and wants to take the food of others. When she takes food from others, the assistant moves her chair several feet back from the table for three minutes. If calm, she is allowed to go back and continue eating. If it occurs three times, she ends her lunch and finishes when others have completed eating.

3) Removing the child away from reinforcing area. Example: At home, James will often get upset with his siblings when they do not play the way he wants them to play. He will scream, become demanding, and physically take things away from them. Mom tries to redirect James to give the item back and problem solve with him. If James refuses to respond and continues screaming, mom has him go sit in the bathroom for three minutes past calm. Once he calms down, mom asks James if he knows why he was timed out (at first they may not know why), they briefly discuss how he should have reacted, and then he is allowed to rejoin the play. Mom sends him to the bathroom, and not his bedroom, because there are too many fun things for him to do in his bedroom (a mistake that some parents do).

There are some basic procedures to effectively using time out:

1. Only use if the child is actually in a positive situation to be timed out from. If the child is actually in a situation that he wants to avoid, then removing him from the event can actually be reinforcing (e.g. sending the child home from school, or sending him down to the resource room). If the task at hand is something he wishes to escape, then time out may be reinforcing. He will learn to act out to be removed from situations he does not like.

2. Discuss the use of time out with the child and the conditions for which it will be applied, at a time when he is calm. If possible review it frequently and possibly role play its use. It can be fun for both parties to switch roles and let the child time out the parent when role playing. This makes the procedure very familiar and predictable for the child.

3. I typically try to give the child one prompt to stop the behavior before implementing time out. If the child does not comply, implement immediately with minimal attention or emotion. Simply implement the consequence, matter-of-factly. Do not argue, scold, or negotiate. Show minimal emotion and say nothing but (go to ____”.) To not try and explain, justify, or counsel. Many kids will say I will be good, or try to negotiate out of it. Say nothing but direct to area of time out. Let the child know once, “when you are calm for three minutes, then you can come out.”

4. From that point on, provide no further verbal attention. Lead child to area of time out. Minimize all other attention and other rewarding activity.

5. Time out does not have to last long, several minutes is usually good enough for young children. Children on the spectrum have difficulty with extended time.

6. If not calm after time elapses, wait until calm for at least one to three minutes after calm.

7. Be prepared for all out war!! Ignore all negative behavior.

Often the child will act out in time out. So if you choose to use this technique you have to be prepared to provide minimal attention to the negative behavior. This procedure is not good for children who will potentially injure themselves (from self abuse) or engage in extensive property destruction. You have to stay calm, show little emotion, and say very little. If you get emotional, or the child pulls you into scolding, counseling, or negotiating, this tends to give reinforcing attention and a sense of power to the child. If it cannot be implemented safely and with minimal attention, reconsider the value of using this technique.

As with all punishment procedures, I only recommend using them if (1) the child understands what he is doing is wrong, (2) knows what he should do instead, and (3) has demonstrated that he can perform the desired behavior. We also need to make sure that the child is reinforced heavily for appropriate behavior, and we are matching our demands to the current skill level of the child. If what we are expecting is too challenging and overwhelming for the child, then time out will not work, and may even reinforce noncompliance (escape events that are too demanding for him). We only should use punishment procedures as a last resort, and make sure strong proactive supports are built in to lessen the triggers, and teach more appropriate behavior.

Once the child calms down and leaves time out, redirect the child back into time in again, and reinforce all cooperation. However, it may be difficult to tell if the child is calm when letting them out. Many children will start yelling that they are calm as soon as you put them in the room, or quiet long enough to come out and then start all over again. For these children we often require the child to do a simple task with them (to measure calmness) before leaving the area of time out. Usually if the child is not fully calm, they cannot do the task calmly with them.


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