Timeout has been used extensively within schools to address inappropriate behavior in children. In practice, timeout is not a single strategy; rather, it is a compilation of related practices. Some forms of timeout are research-based practices for modifying student behavior. However, others lack research support and frequently are misused, hindering academic performance and risking harm to children. This article reviews the different types of timeout and shares best practices to help teachers use timeout successfully.
AllmanK. L.SlateJ. R. (2011). School discipline in public education: A brief review of current practices. International Journal of Educational Leadership Preparation, 6(2), 1–8.
3.
AllmanK. L.SlateJ. R. (2013). Disciplinary consequences assigned to students with an emotional disorder, learning disability, or other health impairment: Effects on their academic achievement. Journal of Education Research, 7(1), 83–101.
4.
BakJ.Brandt-ChristensenM.SestoftD. M.ZoffmanV. (2012). Mechanical restraint: Which interventions prevent episodes of mechanical restraint? A systematic review. Perspectives in Psychiatric Care, 48, 83–94. https://doi.org/10.1111/j.1744-6163.2011.00307.x
BrownR. T.AntonuccioD.DePaulG.FristadM.KingC.LeslieL.VitielloB. (2008). Childhood mental health disorders: Evidence base and contextual factors for psychosocial, psychopharmacological, and combined interventions. American Psychological Association.
7.
BrunstingN. C.SreckovicM. A.LaneK. L. (2014). Special education teacher burnout: A synthesis of research from 1979 to 2013. Education and Treatment of Children, 37(4), 681–712. https://doi.org/10.1353/etc.2014.0032
8.
BullockL. M.GableR. A. (2000). Positive academic and behavioral supports: Creating safe, effective, and nurturing schools for all students: Highlights from the forum on positive academic and behavioral supports. Council for Children with Behavioral Disorders.
ColvinG. (2004). Managing the cycle of acting-out behavior in the classroom. Behavior Associates.
11.
ConnollyJ. F. (2017). Seclusion of students with disabilities: An analysis of due process hearings. Research and Practice for Persons with Severe Disabilities, 42(4), 243–258. https://doi.org/10.1177/1540796917725710
12.
Council for Children with Behavioral Disorders. (2009). CCBD’s position summary on the use of seclusion in school settings. Behavioral Disorders, 34(4), 235–243. https://doi.org/10.1177/019874290903400405
13.
CouvillonM.KaneE.PetersonR.RyanJ. B.ScheurmannB. (2019). Policy and program considerations for choosing crisis intervention programs. Journal of Disability Policy Studies, 30(1), 35–45. https://doi.org/10.1177/1044207318793158
14.
DesignM.GerneyA.Van LeukenJ. B.ConklinJ. (2018). The attitudes and knowledge of residential treatment center staff members working with adolescents who have experienced trauma. Residential Treatment for Children & Youth, 35(2), 114–138. https://doi.org/10.1080/0886571X.2018.1458689
15.
DyeH. (2018). The impact and long-term effects of childhood trauma. Journal of Human Behavior in the Social Environment, 28(3), 381–392. https://doi.org/10.1080/10911359.2018.1435328
16.
EnnisR. P.RoyerD. J.LaneK. L.MenziesH. M.OakesW. P.SchellmanL. E. (2018). Behavior-specific praise: An effective, efficient, low-intensity strategy to support student success. Beyond Behavior, 27(3), 134–139. https://doi.org/10.1177/1074295618798587
17.
ForemanA. P.St PeterC. C.MeschesG. A. (2020). Treatment integrity failures during timeout from play. Behavior Modification, 45(6), 988–1010. https://doi.org/10.1177/0145445520935392
18.
FreemanJ.PetersonR.KernL.MathurS. R.BarberB.PowerM.PereaM. (2023). CCBD’s position on eliminating the use of seclusion in educational settings. Behavioral Disorders, 48(2), 134–144. https://doi.org/10.1177/01987429211033548
19.
GallagherP. A. (2000). Teaching students with behavior disorders (2nd ed.). Love Publishing.
20.
GilmourA. F.WehbyJ. H. (2020). The association between teaching students with disabilities and teacher turnover. Journal of Educational Psychology, 112(5), 1042–1060. https://doi.org/10.1037/edu0000394
21.
HallV. R.HallM. C. (1998). How to use planned ignoring (3rd ed.). Pro Ed.
22.
HarrisK. R. (1985). Definitional, parametric, and procedural considerations in timeout interventions and research. Exceptional Children, 51(4), 279–288.
23.
HesterP. P.HendricksonJ. M.GailR. A. (2009). Forty years later—The value of praise, ignoring, and rules for preschoolers at risk for behavior disorders. Education and Treatment of Children, 32(4), 513–535. https://doi.org/10.1353/etc.0.0067
24.
JensenS. A.BlumbergS.DoerrM. (2018). Structured feedback training for timeout: Efficacy and efficiency in comparison to a didactic model. Behavior Modification, 42(5), 765–780. https://doi.org/10.1177/0145445517733474
25.
KauffmanJ. M.LandrumT. J. (2018). Characteristics of emotional and behavioral disorders of children and youth (11th ed.). Pearson/Merrill.
26.
KerrM. M.NelsonC. M. (1989). Strategies for managing behavior problems in the classroom (2nd ed.). Merrill.
27.
KestnerK. M.PetersonS. M.EldridgeR. R. (2019). Considerations of baseline classroom conditions in conducting functional behavior assessments in school settings. Behavior Analysis in Practice, 12, 452–465. https://doi.org/10.1007/s40617-018-0269-1
28.
KnosterT.WellsT.McDowellK. C. (2003). Using timeout in an effective and ethical manner. Iowa Department of Education.
MahoneyJ. L. (2014). Behavior management in after school settings. New Directions for Youth Development, 144, 73–87. https://doi.org/10.1002/yd.20114
31.
MahoneyJ. L.WeissbergR. P.GreenbergM. T.DusenburyL.JagersR. J.NiemiK.YoderN. (2021). Systemic social and emotional learning: Promoting educational success for all preschool to high school students. American Psychologist, 76, 1128–1142. https://doi.org/10.1037/amp0000701
32.
McGuffinP. W. (1991). The effect of timeout duration on frequency of aggression in hospitalized children with conduct disorders. Behavioral Interventions, 6(4), 279–288. https://doi.org/10.1002/bin.2360060405
33.
MillerD. N.GeorgeM. P.FogtJ. B. (2005). Establishing and sustaining research-based practices at Centennial School: A descriptive case study of systemic change. Psychology in the Schools, 42(5), 553–567. https://doi.org/10.1002/pits.20091
NelsonJ. R.CarrB. A. (1996). The think time strategy for schools. Sopris West.
36.
O’HandleyR. D.OlmiD. J.KennedyA. (2019). Time-out procedures in school settings. In RadleyK. C.DartE. H. (Eds.), Handbook of behavioral interventions in schools: Multi-tiered systems of support (pp. 482–500). Oxford University Press.
QuailK. R.WardC. L. (2022). Nonviolent discipline options for caregivers and teachers: A systematic overview of the evidence. Trauma, Violence, & Abuse, 23(2), 620–638. https://doi.org/10.1177/1524838020967340
39.
RyanJ. B.PetersonR. L.RóżalskiM. (2007). State policies concerning the use of seclusion timeout in schools. Education and Treatment of Children, 30(3), 215–239. http://www.jstor.org/stable/42899953
40.
RyanJ. B.PetersonR. L.TetreaultG.van der HagenE. V. (2007). Reducing seclusion timeout and restraint procedures with at-risk youth. The Journal of At-Risk Issues, 13, 7–12.
41.
RyanJ. B.PierceC. D.MooneyP. (2008). Evidence based teaching strategies for students with EBD. Beyond Behavior, 17(3), 22–29.
42.
RyanJ. B.SandersS.KatsiyannisA. (2007). Using time-out effectively in the classroom. Teaching Exceptional Children, 39(4), 60–67. https://doi.org/10.1177/004005990703900407
ScholerS. J.NixR. J.PattersonB. (2006). Gaps in pediatricians’ advice to parents regarding early childhood aggression. Clinical Pediatrics, 45(1), 23–28. https://doi.org/10.1177/000992280604500104
45.
SlocumS. K.VollmerT. R.DonaldsonJ. M. (2019). Effects of delayed timeout on problem behavior in preschool children. Journal of Applied Behavior Analysis, 52(4), 994–1004. https://doi.org/10.1002/jaba.640
46.
SteinertT.BergbauerG.PsychD.SchmidP.GebhardtR. P. (2007). Seclusion and restraint in patients with schizophrenia: Clinical and biographical correlates. The Journal of Nervous and Mental Disease, 195(6), 492–496. https://doi.org/10.1097/NMD.0b013e3180302af6
47.
SugaiG.HornerR. H. (2002). Introduction to the special series on positive behavior support in schools. Journal of Emotional and Behavioral Disorders, 10(3), 130–135. https://doi.org/10.1177/10634266020100030101
WagnerM.FriendM.BursuckW. D.KutashK.DuchnowskiA. J.SumiW. C. (2006). Educating students with disturbances: A national perspective on school programs and services. Journal of Emotional and Behavioral Disorders, 14, 12–30. https://doi.org/10.1177/10634266060140010201
50.
WalkerJ. E.SheaT. M.BauerA. M. (2004). Behavior management: A practical approach for educators. Pearson-Merrill/Prentice Hall.
51.
WestlingD. L.TraderB. R.SmithC. A.MarshallD. S. (2010). Use of restraints, seclusion, and aversive procedures on students with disabilities. Research and Practice for Persons with Severe Disabilities, 35, 116–127. https://doi.org/10.2511/rpsd.35.3-4.116
52.
WoleryM. R.BaileyD. B.Jr.SugaiG. M. (1988). Effective teaching: Principles and procedures of applied behavior analysis with exceptional students. Allyn & Bacon.
53.
WolfT. L.McLaughlinT. F.WilliamsR. L. (2006). Time-out interventions and strategies: A brief review and recommendations. International Journal of Special Education, 21, 22–29. https://doi.org/10.2511/rpsd.35.3-4.116
54.
ZirkelP. A. (2020). The use of timeout and seclusion for students with disabilities: The test case law update. Communique, 48(7), 22–24.
