1. Texas Behavior Support Initiative: Module 4
Module 4: Time-Out
Texas Behavior Support Initiative: Module 4

2. Texas Behavior Support Initiative: Module 4
Module 4: Agenda
Legal requirements
Continuum of time-out arrangements
How to use time-out
Planning
Implementation
Monitoring
Problem-solving
Texas Behavior Support Initiative: Module 4

3. Legal Requirements Definition of Time-Out
Time-out is a behavior management technique in which, to provide a student with an opportunity to regain self-control, the student is separated from other students for a limited period in a setting:
that is not locked; and
from which the student is not physically prevented from leaving
TAC (b)(3)
Texas Behavior Support Initiative: Module 4

4. Legal Requirements Use of Time-Out
Shall NOT use physical force or threat
Use in conjunction with array of positive behavior intervention strategies
Include in IEP/BIP if utilized on recurrent basis
Shall NOT be implemented in fashion that precludes involvement and progress in general curriculum and IEP
TAC (g)
Texas Behavior Support Initiative: Module 4

5. Legal Requirements Training on Use of Time-Out
Who?
By 4/1/03—General or special education personnel who implement time-out based on IEP
After 4/1/03—Newly identified personnel
What?
Full continuum of positive behavioral intervention strategies
Impact of time-out on involvement and progress in general curriculum and IEP
TAC (h)
Texas Behavior Support Initiative: Module 4

6. Time-Out Continuum: Key Considerations
Time-out options fall on a continuum of restrictiveness
Use less restrictive forms before resorting to more restrictive options
Texas Behavior Support Initiative: Module 4

7. Texas Behavior Support Initiative: Module 4
Time-Out Continuum
Less Restrictive
More Restrictive
Head Down
Time-Out Chair/Rug
Remove Materials
Time-Out Screen
Planned Ignoring
Time-Out Room
Time-Out Card
Texas Behavior Support Initiative: Module 4

8. Legal Requirements Seclusion
A school district employee or volunteer or an independent contractor of a district may not place a student in seclusion.
TEC
SECLUSION
Texas Behavior Support Initiative: Module 4

9. Legal Requirements Seclusion
Seclusion means a behavior management technique in which a student is confined in a locked box, locked closet, or locked room that:
is designed solely to seclude a person; and
contains less than 50 square feet of space
TEC
Texas Behavior Support Initiative: Module 4

10. How to Use Time-Out Step 1: Targeting Behavior
Generate list of inappropriate behaviors
Operationalize behaviors
Prioritize behaviors
Texas Behavior Support Initiative: Module 4

11. Operational Definition
Non-Example
Aggression
Disruptive behavior
Mean
Example
Hits other students
Screams, climbs on furniture
Tells other students they are “stupid”
Texas Behavior Support Initiative: Module 4

12. How to Use Time-Out Step 2: Decision-Making
Will time-out be used as a consequence for one or more of the target behaviors? If so, for which behaviors?
What form of time-out will be used?
How long will time-out be?
Texas Behavior Support Initiative: Module 4

13. How to Use Time-Out Step 2: Decision-Making (cont.)
Who will teach the student the time-out procedure?
What will happen if the student refuses to go to time-out?
How will the student be released from time-out?
How will the effects of time-out be monitored?
Texas Behavior Support Initiative: Module 4

14. How to Use Time-Out Step 3: Implementation
the time-out procedure!
Teach
Texas Behavior Support Initiative: Module 4

15. How to Use Time-Out Step 3: Implementation (cont.)
When the target misbehavior occurs:
Simply say, “That is (name the misbehavior). Time-out”
Implement the designated procedure
Allow a reasonable wait time for the student to go to time-out
Ignore mildly inappropriate behavior as the student goes to time-out or takes time-out
Texas Behavior Support Initiative: Module 4

16. How to Use Time-Out Step 3: Implementation (cont.)
DO NOT:
Give further explanation
Become involved in an argument with the student
Cajole or threaten the student
Escalate the situation
Interact with the student during time-out
Texas Behavior Support Initiative: Module 4

17. How to Use Time-Out Step 3: Implementation (cont.)
Remember:
Use the time-out procedure every time!
Require student to complete the request or task after time-out, or any work missed during time-out.
Texas Behavior Support Initiative: Module 4

18. Legal Requirements Documentation of Time-Out
Addressed in IEP and/or BIP
Considered by ARD Committee to judge effectiveness of intervention and provide basis for continued use
TAC (i)
Texas Behavior Support Initiative: Module 4

19. How to Use Time-Out Step 4: Evaluation
Data Collection:
Effects on target behavior
Use of time-out procedure
Texas Behavior Support Initiative: Module 4

20. Evaluation of the Effects of Time-out
Time-out is a behavior reductive technique. If the target behavior does not decrease:
Address implementation, or
Implement alternative procedure
High-frequency behaviors will get quick results
Low-frequency behaviors will take longer for time-out to work
Texas Behavior Support Initiative: Module 4

21. Texas Behavior Support Initiative: Module 4
Frequency Monitoring
Determine when you will measure the behavior.
When is the behavior is most likely to occur?
Monitor for the same length of time each day.
Record a tally mark each time the target behavior occurs.
Display raw data on a line graph or bar graph.
Texas Behavior Support Initiative: Module 4

22. Activity: Evaluating Time-Out
Texas Behavior Support Initiative: Module 4

23. Evaluation of the Use of Time-out
Documentation elements:
Date
Student’s name
Target behavior that resulted in time-out
Type of time-out used
When time-out occurred
Who gave time-out
Time of onset of time-out
When time-out ended
Student’s behavior during time-out
Whether student required additional minutes of time-out
Student’s behavior following time-out
Texas Behavior Support Initiative: Module 4

24. Problem-Solving When Time-Out is Not Working
If data indicate little or no change in target behavior, answer these questions:
Has time-out been applied every time the target behavior occurred?
Has the target behavior been adequately operationalized?
Was the student taught how to take time-out?
Have all sources of reinforcers been controlled while the student is in time-out?
Are you sure that the function of the misbehavior is attention?
Texas Behavior Support Initiative: Module 4

25. Problem-Solving When Time-Out is Not Working (cont.)
6. Is the time-in environment reinforcement-rich? Does the student receive high levels of reinforcement for appropriate behavior?
7. Has time-out been implemented correctly by all personnel?
8. Has the student been required to complete requests or tasks that preceded the time-out?
Texas Behavior Support Initiative: Module 4

26. Texas Behavior Support Initiative: Module 4
So….Now What??
If the answer to any of these question is “no,” address the implementation issue before abandoning the technique or moving to a more restrictive technique.
Texas Behavior Support Initiative: Module 4

27. Texas Behavior Support Initiative: Module 4
So….Now What??
If all these questions are answered “yes,” you should do one of the following:
Use the same time-out procedure, but extend the length of time
Use a different time-out procedure
Use another procedure all together
Texas Behavior Support Initiative: Module 4

28. Texas Behavior Support Initiative: Module 4
Big Ideas!
Time-out is defined in TAC §
Time-out must not be locked, nor can students be prohibited from leaving time-out.
Physical force cannot be used to place students in time-out.
Time-out should be a consequence planned by each student’s IEP committee, and specified in the IEP and/or BIP.
Texas Behavior Support Initiative: Module 4

29. Texas Behavior Support Initiative: Module 4
Big Ideas!
Time-out must only be used in conjunction with an array of positive behavioral supports. (Time-in must be reinforcing!)
The least restrictive form of time-out needed to effectively reduce the target behavior should be utilized.
Time-out use must be documented, and the effects monitored in in IEP.
Texas Behavior Support Initiative: Module 4