PMT 3

Time-out
 Used to decrease or eliminate
aggressive behavior
 Must be used in conjunction with
praise for the positive opposite
 Factors that Influence the
Effectiveness of Punishment
 Contingent

 Immediate
 Consistent

 Eliminate all reinforcement for neg.

behavior
 Reinforcement of positive opposite
behavior
 Side Effects of Harsh Verbal,
Physical, or Prolonged Punishment:
 Short term success
 Emotional
reactions
 Avoidance / Escape

 Aggression

 Perpetuation of
punishment
 Time-out Rules
 Observe the behavior you want to
stop
 Boring place
 Be calm
 Explain time-out to child first before
using
 Use time-out immediately
 Don’t threaten time-out – USE IT!
 Time-out Rules Continued
 Don’t debate or argue!
 Don’t touch child!
 Praise if child goes, increase time if child does
not.
 Child must be quiet once he or she is in time-out.
– Praise if quiet, offer choice if not quiet
 AFTER TIME-OUT IS OVER- If the child breaks
something on the way to or in time-out, prompt
child to fix it. If child makes a mess, prompt child
to clean it up. Give minding points if they comply.
Let it go or do it yourself if they don’t comply.
 Time-out Guidelines - After
 BigPraise for:
Going to time-out &
Completing time-out
Setting Up a Time-out Program
 Clearlyand specifically define the
aggressive behavior
 Define and praise the positive
opposite
 Four Types of Time-out
 Cooperative

 Resistant

 Noisy

 Refusal
 Cooperative Time-out
 Calm
 Specific
 Praise before setting time
and after time-out is over
 Resistant Time-out
 Be calm
 Be specific (i.e., behavior and length of
time-out)
 Not going- GIVE CHOICE-”Either go to TO
quietly or you will lose dessert.”
 Ignore all non-compliant behaviors
 Praise for sitting down and completing
time-out
 Avoid lectures, discussion of behavior,
and prompts for apologies
 Avoid punishment on punishment
 Noisy Time-out
 Same steps as Resistant Time-out
 Ignore disruptive behavior on the way to
time-out
 If child is sitting in chair but still noisy,
give choice of either sitting in time-out
quietly or losing a privilege
 Once time has been set and child becomes
noisy or moves, stop timer, and give
choice
 If child continues to be noisy or moves,
remove privilege and end time-out
 Refusal Time-out
 Same steps as resistant time-out
 State that they either have a 6 min time-
out or lose a privilege
 If child still refuses, state that they have
lost a privilege
 Avoid lectures, discussion of behavior,
and prompts for apologies
 Time-out Rules
 Only 3 time-outs allowed in a day.
If child is aggressive a 4th time parent is
instructed to ignore behavior, and give attention
when child calms down even if only for a
moment. Therapist will then help parent to
increase positive opposite behavior through
charts, shaping or simulations.
 Never give time-out on top of time-out.
If child is still aggressive after time-out is over or
after privilege loss parent should ignore
aggression and give attention when child calms
down, even if for only a second.
 Guidelines for Explaining
Time-out to Children
1. Select a time to talk when everyone is relaxed
and in good control
2. Calmly explain procedure to the child – don’t
debate or argue with him about time-out
3. Follow all time-out rules
4. Have the child practice (role play) time-out with
you, at a time when everyone is calm and
relaxed
* Be sure to praise him afterwards for
cooperating
5. If child refuses to practice – drop the issue, just
make sure the child understands the rules
 Variations of Time-out
 Time-out for problem behaviors
away from home
 Time-out for parent
 Time-out of toys