Ed457 timeoutfinal
- 1. Decreasing Behavior: Time-Out Created by: Beridiana G. Balajadia & Jerika Jenna G. Dee ED457G Behavior Management /Mrs. Cathy Cardenas July 16, 2012
- 2. Time Out Overview Video • http://www.youtube.com/watch?v=70UPAQ
- 3. At the end of this presentation: • You will be able to – Define Time-Out – Describe three types of time-out – Understand the effectiveness of time-out – Understand the steps in time-out – Identify disadvantages and advantages of time-out – Know 3 research cases that support the effectiveness of time-out
- 4. Definition: Time Out Defined as the removal of a child from an apparently reinforcing setting to a presumably non-reinforcing setting for a specified and limited period of time. “Time away from positive reinforcement” (Powell & Powell, 1982) Two important factors: • Time-out is contingent on exhibition of the target behavior • A discrepancy that is meaningful to the student (Cuenin and Harris, 1986)
- 5. Three Types of Time-out: Observational time-out in which the student is withdrawn from a reinforcing situation by Him/her in the outer perimeter of the activity, they can hear and see but not participate Child’s head on the desk (“heads-down) Removing activity materials Eliminating or reducing response maintenance stimuli (e.g. room illumination)
- 6. Three Types of Time-out: Exclusion is a procedure in which the student leaves a reinforcing situation to a presumed nonreinforcing situation while remaining in the classroom. (e.g. placing a screen between the student and group) Seclusion is a procedure that makes use of a “time-out” room. (e.g. student leaves the classroom and goes to an isolated room. CAUTION Isolation time-out removes a individual from his/her educational program, even for a brief time, the IEP team must convene.
- 8. Effectiveness of Time-Out based on 7 factors: • Characteristics of individual child • Teacher consistent application of the intervention • Childs understanding of the rules of time- out • Characteristics of the time-out area • Duration of time-out • Evaluation of the effectiveness of the intervention
- 9. Characteristics of Child • We must know the characteristics of individual • For the acting out , group- oriented child, and aggressive child, time-out maybe effective • For the withdrawn, passive, solitary child who is prone to daydreaming, time-out maybe inappropriate.
- 10. Consistency of Application • Must be consistent over a predetermined period of time • If not, child will get confused and wrong behavior is reinforced • E.G. : – child eat vegetables MWF – child hardly eats vegetables TTH – child doesn’t eat vegetables SS
- 11. Childs Understanding of the Rules • Should know what to • Time-out does not do and what not to do include lecturing, • Should know the reprimanding, or consequences of scolding before , forbidden behaviors during, or after • Rules should be intervention. communicated to • Can include a warning child, posted, and process reviewed frequently • Time must be taken to explain why child is in time out
- 12. Characteristics of Time-Out Area • Must be careful in • Should be chosing time out – as non-reinforcing as area possible • Avoid area that – be away from high traffic may appear non- – Away from doors reinforcing but is and windows in effect – Out of the children's reinforcing to view children – Within view of • Avoid sending to observer principals office
- 14. Duration of Time-Out • Looses its effectiveness if too lenghty and too brief • Limited to approximately 2 minutes after the child has quieted • Four or Five minutes time-out maximun • Never more than 10 minutes • Recommended to use a timer when time is up
- 15. Evaluation of Effectiveness • Record and analyze time-out incidents • Log should be prepared which includes – Time sent and escorted to timeout – Time child returned to activity – Activity taking place just before child was sent to timeout – Activity when the child returned from time out
- 17. ADVANTAGES … Puts limits on Better then spanking behaviors and hitting Invites little adult Transferable among emotion care-givers Increases consistency Developed for children with ADD Simple to do Sometimes attains Helps parents to Short term goals of calm themselves stopping misbehavior down
- 18. DISADVANTAGES … Promises “magic” and speed Fails to teach internal which can be unrealistic goal controls and self-discipline in parenting Fails to teach conflict Fails to address Long term resolution and thinking goals of child developing skills belonging and attachment Gives negative attention with family to misbehavior which may Teaches that time-out is a increase misbehavior negative punishment rather Increases original and then a positive life skill repeat behaviors because Fails to teach problem child’s underlying needs solving or co-operation skills not addressed Invites power struggles
- 19. EFFECTIVENESS … Case 1 The Role of Time Out in a Comprehensive Approach for Addressing Challenging Behaviors of Preschool Children (2004) Popularity technique among parents trying to manage and guide children’s behavior Used appropriately, time out is an effective method, along with comprehensive positive approach for addressing challenging behaviors It further supports the design to teach, nurture, and encourage positive social behaviors
- 20. CASE 1 Such approach as … 2. Building Positive Relationship 3. Using Classroom Preventive Practices 4. Teaching Social Skills 5. Individualizing Behavior Intervention Efforts 6. Teaching Children Replacement Skills 7. Providing Specialized Services 8. Involving Families Most effective when used for only specific situations. When overly used, children are repeatedly in time-out or become unresponsive Re-evaluate
- 21. Case 2 Effective Use of Time-Out Procedures to Reduce Child Misbehavior (2000) • Always begin with the least restrictive time out unless child's behavior is a danger to others or severely out of control • Proceed to continuum of time out procedures until effective procedure is found
- 22. A Continuum of Time-Out Procedures Appropriate For Use With Young Children 1. Planned ignoring 2. Withdrawal of materials 3. Timing-out an object 4. Contingent observation time-out (the child can remain in the setting, but cannot participate–can only observe) 5. No look time out (child remains in the setting, but is placed so that they cannot observe what is going on) 6. Head down time-out 7. Time-out to another environment (another classroom or a time-out room) 8. Movement suppression time-out (severe behavior)
- 23. Case 3 How to Use Time-Out Effectively (2007) • Many abuse time-out • May use it ineffectively • Ineffective use may lead to legal problems • Extreme time-out procedures may violate student rights
- 24. Recommendations • Make the classroom reinforcing (increase positive comments) • Develop a Hiercharchial behavior Management Plan • Make Data Based Decisions • Document the use of time-out • Establish a time-out policy
- 25. Class Discussion • Given the information about time - out, where would the location of time-out be in this classroom?
- 26. Summary • Time-out is a controversial intervention that removes students from educational opportunities. • The decision to use time-out should be a discussion by the students Individual Education Program team and should be carefully documented and evaluated • When policy and procedures are implemented properly, time out can be effectively used.
- 27. RESOURCES … • Dunlap, G., Fox, L., Hemmeter, M. L., & Strain, P. (2004, August). The role of time-out in a comprehensive approach for addressing challenging behaviors of preschool children. Retrieved from http://csefel.vanderbilt.edu/briefs/wwb14.pdf • Merrell, K.M. (2000, August). Effective Use of Time-Out Procedures To Reduce Child Misbehavior. Retreived from www.education.uiowa.edu/pq/Files/time-out.pdf • Ryan,J.B, Sanders,S., Katsiyannis, A., and Yell, M.L. (2007). Using Time-Out Effectively in the Classsroom. • Walker,J.E. Shea,T.M., & Bauer A. M. (2007). Behavior Management: A prac3cal approach for educators (9th ed.). Columbus, OH: Pearson • Youtube.com : Time Out Overview retrieved from : http://www.youtube.com/watch?v=70UPAQx44i0 • TIME OUT PROCEDURES. Child Development & Rehabilitation Center. Oregon Health & Science University