Basically, before attempting to implement a time-out procedure, less intrusive procedures using positive reinforcement may be used first. This use of less restrictive procedures before moving onto other more restrictive procedures is called the “least restrictive treatment model” (Foxx, 1982) or “least restrictive alternative” (Cooper et al. If these procedures are ineffective then a different procedure regarded as more restrictive may be used (Hastings & Noone, 2005). When making decisions about interventions, behaviour analysts are guided by functional assessments that identify the “cause” of the target behaviour (Iwata, Dorsey, Slifer, Bauman, & Richman, 1994).įrom there, the least restrictive procedure would be implemented in an effort to reduce the target behaviours. There is a large body of evidence demonstrating the effectiveness of time-out procedures (Miltenberger, 2008), however, time-out ‘should not be the method of first choice’ (Cooper, Heron, & Heward, 2007, p. Non-Exclusionary Time-outĮxclusionary time-out involves removing the child from the reinforcers or reinforcing environment while non-exclusionary time-out removes the reinforcers from the child.īasically, the difference between these two forms of time-out is down to whether the person remains in the environment the behaviour occurred in but loses access to reinforcers (Brian stays in the playground but loses access to the soccer ball) or are completely removed from the environment itself (Brian has to leave the playground and go inside to the detention room). Non-Exclusionary Example: If the teacher took the ball off Brian for 10 minutes but let him remain in the playground this would be a non-exclusionary time-out as he has lost access to the soccer ball (reinforcer) but remains within the environment (playground). He must sit there for 2 minutes.Įxample Two: Brian was enjoying playing with a soccer ball in the playground but then kicks it at another student to hurt them.Įxclusionary Time-Out: If the teacher told Brian that he had to go into the library detention room for 10 minutes this would be an exclusionary time-out as he has lost access to the reinforcing environment (playground). Non-Exclusionary Time-Out: The teacher guides Tom to the time-out chair within the classroom where he has to sit and watch as his classmates enjoy free-time. He has to remain behind the partition for 2 minutes. During this free-time, Tom punches one of his classmates.Įxclusionary Time-Out: The teacher guides Tom to a separate partitioned room in the corner of the main classroom where he cannot see or engage with the rest of the class. a toy) from a child for engaging in a target behaviour.Įxamples of Exclusionary & Non-Exclusionary Time-OutĮxample One: Everyone in Tom’s class has free-time and they are playing with toys of their choice. Withdrawing a Specific Reinforcer: removing a positive reinforcer (e.g.Contingent Observation: the child has to sit and watch others engage in reinforcing activities.Planned Ignoring: a time-out where social attention is removed.Time-Out Ribbon: each child wears a ribbon that can be taken off them to implement a time-out.Hallway Time-Out: student stands outside the classroom.Ī non-exclusionary time-out is in place when the person is allowed to remain within the reinforcing environment but is not permitted to engage in any reinforcing activities for a pre-specified period of time this form of time-out removes reinforcers from the individual.Ĭooper et al (2007, p.358-9) list four different methods for implementing a non-exclusionary time-out and these are:.Partition Time-Out: timeout behind a partition.Time-Out Room: timeout within a room created specifically for a time-out. Cooper et al (2007, p.360) list three different methods of implementing an exclusionary time-out and these are: Exclusionary Time-outĪn exclusionary time-out is in place when a person is removed from a reinforcing environment for a pre-specified period of time. The goal of implementing a time-out procedure is to decrease the future occurrence of a target behaviour, and there are two types of time-out: “exclusionary” and “non-exclusionary”. Cooper, Heron and Heward (2007, p.357) state that time-out 'is defined as the withdrawal of the opportunity to earn positive reinforcement, or the loss of access to positive reinforcers for a specified period of time, contingent on the occurence of a behaviour'.
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