In 1978, Dr. Richard Foxx, along with his co-author Shapiro, stated,
“Despite the impressive record of the timeout procedure in recent years, some school districts and institutions have chosen never to adopt, abolish, or greatly restrict its use for a variety of reasons.”
The authors went on to list the reasons behind the concern over timeout rooms.
- People had concerns over the use of punishment and aversives.
- People were using the procedure incorrectly by placing individuals in isolation for extended periods of time (timeout is effective, even when 1-minute in length. Read more here).
- Using a timeout room requires specially designed space.
- Untrained people may not be using timeout correctly.
- Timeout is not always effective, particularly when used with children who are trying to escape or avoid work or certain people.
Thirty-four years ago, experts in behavior analysis (professionals who are specifically trained to modify behavior) expressed specific concerns about the use of exclusionary timeout rooms just like those used recently in a Connecticut town. Moreover, we have 34 years of research since then that we can use to guide our practices.
Prevent Challenging Behavior from Occurring
Recent research has shown us that often, we can prevent challenging behavior before it happens, reducing the overall need for consequence procedures. A number of strategies may be used to prevent behaviors. These strategies include but are certainly not limited to:
- Improving the quality of instruction
- Modifying materials to improve the interest level
- Providing students with choice
- Allowing students to complete shorter amounts of work
- Providing work breaks
- Prespecifying reinforcement (telling students what will come when they finish)
Teach Replacement Behaviors
Recent research has also shown us that we can teach students replacement behaviors that they may use in place of the challenging behaviors. Often times, this is communication. One specific intervention that may be used is called Functional Communication Training (FCT) and you may read more about that here.
We can also teach students how to follow rules, how to transition, and how to complete certain tasks. Formal instruction is a major component of any behavior plan.
Increase Reinforcement for Appropriate Behaviors
Finally, we have learned through research that if we increase reinforcement for appropriate behaviors, that appropriate behaviors will occur more often. When students increase the amount of time they engage in appropriate behaviors, they often experience a concomitant decrease in challenging behaviors.
Summary
Thirty-four years ago, we knew that timeout rooms were not the best strategy for addressing challenging behavior. Thirty-four years later, they continue to be a bad strategy. Since 1978, we have learned to prevent behavior, teach replacement behaviors, and reinforce appropriate behaviors as a comprehensive way to address challenging behaviors.
If you would like to read the original article for yourself, you may find it here. For additional information about preventing behavior, teaching replacement behaviors, and reinforcing appropriate behaviors, look here.
Applied Behavioral Strategies 
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I see nothing positive about constant time out, I see it as punishment, so does my son Noah. How is this reversed ????
Hi Beth Ann, thanks for stopping by and taking the time to comment. First, it is unfortunate that your son is being placed in constant time out. U.S. special education law (IDEIA, 2004) and the Guidelines for Responsible Conduct for behavior analysts (www.bacb.com) clearly state that reinforcement strategies should be used first when designing behavior intervention plans. Second, the Guidelines for Responsible Conduct suggest that if punishment strategies (such as time out) are used, reinforcement should be used in conjunction with the punishment strategy.
Thus, it sounds as if Noah’s needs are not being met. You should first call a team meeting. In the United States it is called an IEP meeting. In the IEP meeting, you need to ask for a functional behavioral assessment (FBA) to be completed by an appropriately trained person (preferably a BCBA or a BCaBA or someone with equal training and experience). If your child had an FBA within the past year, then you should ask for an independent educational evaluation (IEE) specifically for another FBA. Once the FBA is completed, then it should be used to help develop an appropriate Behavior Intervention Plan (BIP).
The BIP will include some antecedent strategies to prevent Noah’s behaviors from occurring. The BIP will also include some teaching to make sure that Noah learns new skills to use instead of acting out. Finally, the BIP will include a reinforcement plan for Noah when he uses his new/appropriate skills. And finally, the plan should include consequences when Noah acts out. Keep in mind that time out only works when you are timing Noah out from something that he likes. Merely placing him in a time out room or a time out chair may not be effective if Noah is trying to get out of something he doesn’t like (e.g., cleaning up, eating, math work, etc).
Thanks again for stopping by. Good luck getting Noah the help he needs.