Timeout from positive reinforcement has become one of the most frequently used strategies by teachers for suppressing disruptive behavior. Accompanying this increase in popularity has been increased public scrutiny and concern for the uses and abuses of timeout interventions. This article examines the parameters of timeout which need to be considered by teachers before implementing such procedures in the classroom. Also included is a review of recent court decisions addressed to timeout interventions. Specific recommendations, based on this legal and research literature, are presented.
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