The Role of Time-Out in a Comprehensive Approach for Addressing Challenging Behaviors of Preschool Children

Dunlap, G., Fox, L., Hemmeter, M.L., Strain, P. (2004). The Role of Time-Out in a Comprehensive Approach for Addressing Challenging Behaviors of Preschool Children.  Center on the Social and Emotional Foundations for Early Learning.

This What Works Brief is part of a continuing series of short, easy-to-read, “how to” information packets on a variety of evidence-based practices, strategies, and intervention procedures. The Briefs are designed to help teachers and other caregivers support young children’s social and emotional development. In-service providers and others who conduct staff development activities should find them especially useful in sharing information with professionals and parents. The Briefs include examples and vignettes that illustrate how practical strategies might be used in a variety of early childhood settings and home environments.

What Is Time-Out?

Time-out is a form of discipline that can be effective in reducing challenging behaviors in young children. The term “time-out” is short for “time out from positive reinforcement.” The strategy is similar to an extended form of selectively ignoring disruptive behavior. Children are removed for a brief time from all sources of reinforcement (e.g., teacher and peer attention) following serious challenging behavior. Usually this strategy requires that a child be removed from an ongoing activity for a brief time, typically by having the child sit on the outside of the activity within the classroom until the child calms down and is ready to rejoin the activity and try again. Time-out is intended to be a nonviolent response to conflict that stops the conflict, protects the victim, and provides a “cooling off” period for the child.

Time-out is only effective when used in the context of a comprehensive approach to behavior support that is designed to teach, nurture, and encourage positive social behaviors. Time-out should be used only by well-trained teachers and caregivers when less intrusive discipline procedures have been tried and deemed unsuccessful and only in combination with positive procedures designed to teach new skills and prevent challenging behaviors from occurring (please refer to other CSEFEL What Works Briefs for effective practices for preventing behavior problems). Effective management of behavior should always start with praise and encouragement for prosocial behaviors and self-regulation and be accompanied by distraction, redirection, withdrawal of attention, and logical and natural consequences.

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