Rethinking Time-Out as a Teaching Tool

 

This week, I explored how time-outs can serve as gentle resets rather than punishments for children. Many educators and parents have seen them misused, leading to frustration for both kids and adults. I discovered that when time-outs are brief, calm, and combined with teaching suitable behaviors, they become more effective and respectful (Cooper et al., 2020). Research indicates that adults who remain neutral and consistent help children quickly learn what to do rather than what to avoid (Donaldson & Vollmer, 2011). This new perspective has transformed my view of time-out from a penalty to an opportunity for guiding students toward better choices.

References

Cooper, J. O., Heron, T. E., & Heward, W. L. (2020). Applied behavior analysis (3rd ed.). Pearson.

Donaldson, J. M., & Vollmer, T. R. (2011). An evaluation and comparison of time-out procedures with and without release contingencies. Journal of Applied Behavior Analysis, 44(4), 693–705. https://doi.org/10.1901/jaba.2011.44-693

Comments

Post a Comment

Popular posts from this blog

Understanding the "Why" Behind Behavior

  This week reminded me of the importance of looking beyond a child's behavior to understand what they might be trying to communicate. I once worked with a student who consistently avoided writing tasks. Initially, it seemed like defiance, but through gentle conversations and observation, I realized the workload was overwhelming for him. This insight changed my approach. Research shows that challenging behaviors often serve specific functions, like escaping complex tasks or seeking connection (Sugai & Simonsen, 2012). By taking the time to understand the reasons behind the behavior, we can respond with compassion instead of frustration. I hope teachers and parents feel inspired to explore behavior more deeply, ask questions, and see it as meaningful communication.   References Sugai, G., & Simonsen, B. (2012). Positive behavioral interventions and supports: History, defining features, and misconceptions. OSEP Center on PBIS.
Read more

Designing Intentional Support for Challenging Behaviors

  This week highlighted the importance of viewing challenging behavior as a form of communication rather than mere defiance. Taking the time to understand the underlying causes helps us create effective interventions that truly support student development. Creating individualized behavior plans for Camille, Jeff, and Jessie showed me that each child requires specific strategies, whether through direct skills instruction, reinforcement, or structured group support. The essential point is to tailor the intervention to meet each student’s unique needs. Research consistently shows that targeted, explicitly taught, and consistently applied interventions lead to significant progress (Simonsen et al., 2008). Moving from reactive responses to proactive teaching empowers both students and educators. References Simonsen, B., Fairbanks, S., Briesch, A., Myers, D., & Sugai, G. (2008). Evidence-based practices in classroom management . Education and Treatment of Children, 31(3), 351–3...
Read more
Image
  UNDERSTANDING HOW TIRED SUPPORT CAN HELP CHILDREN WITH CHALLENGING BEHAVIOR A key insight I have gained about managing challenging behaviors is that schools don’t need to guess what a child requires. RtI²/MTSS offers a straightforward guide. Tier 1 sets the foundation by establishing expectations and demonstrating positive behaviors for all students. When some children require additional support, Tier 2 offers targeted small-group interventions and regular check-ins to provide ongoing support. For students with ongoing or overwhelming behaviors, Tier 3 offers intensive, personalized strategies that focus on developing coping skills, emotional regulation, and building trust. As Gresham, Watson, and Skinner (2017) highlight, functional behavioral approaches help educators interpret the purpose of behaviors and respond effectively. Similarly, the PBIS framework stresses that behavior support should be proactive and instructional rather than punitive (Sugai & Simonsen, 2012). I v...
Read more