Ohio State University Fact Sheet

Family and Consumer Sciences

1787 Neil Ave., Columbus, OH 43210

Effective Use Of "Time Out"

HYG-5262-96

Melinda J. Hill

Time out can be an effective method to guide children's behavior and teach them how to cooperate. It is administered by placing a child in a dull area of the home, apart from all activity. Time out is used immediately following the unwanted behavior, every time it occurs. Following the completion of time, a discussion should be held with the child to review the reason for the time out and what other options were instead of the unwanted behavior. There are three questions that you need to address before beginning the process.

• What is the specific behavior that I want to change?
  Target one behavior at a time and be specific.
• Where is our designated "time out" space?
  It should not be someplace frightening. The object is boredom, not fear.
• What is the appropriate time in "time out" for the behavior?
  Approximately one minute per year of age. Set the timer after the child is in place and quiet.

After you have answered the above questions, use this checklist to help you make the most effective use of the "time-out" method. Remember to:

1. Observe the child exhibiting any of the target misbehavior.
2. Immediately instruct the child to stop the misbehavior.
3. Warn the child that if he or she did not listen to your command to stop the misbehavior that he or she would have to go to time-out.
4. Wait five seconds and if the child does not comply, send him or her to time-out without any lecturing or scolding.
5. Remain firm. Tell the child there will be additional discipline (removal of other privileges such as television time, play time, favorite toy, etc.) if the child refuses to stay in time-out.
6. Require the child to stay in time-out for the entire length of the time-out that you stated in the beginning (no time off for good behavior, no interruptions for drinks, etc.).
7. Remind the child after time-out is served that he or she must comply with the original instruction which led to the time-out in the first place.
8. Back up your spouse with regard to the enforcement of time-out if you are nearby.
9. Use time-out later on in the day if the misbehavior occurs again. (The time should be increased a little each time used in a given day).
10. Positively reinforce the child by praising or rewarding the child for those appropriate behaviors on your target behavior list.

Remember that "time out" is not to be a punishment but a time to re-direct a child's thoughts and behaviors. After the time is up, make sure that there is time for you to talk with the child and review why he or she is there, what behavior was not acceptable and how to handle the situation the future. Most of all, be consistent and if the situation arises again, follow through with the time out consequence. When the child handles the situation in a positive manner, be sure to praise him or her for the ability to solve the problem without adult intervention. Many times, encouraging and reinforcing the good behavior will be more effective than the time out or other restrictions that can be applied.

References

Parker, Harvey C. (1994) The ADD Hyperactivity Workbook for Parents, Teachers, and Kids. Florida: Impact Publications.

Turecki, Stanley, & Wernick, Sarah. (1994) The Emotional Problems of Normal Children. New York: Bantam Doubleday Dell.