Using Time-Out Effectively in the Classroom

Abstract

Teachers of students with disabilities frequently use time-out as a behavior management strategy. When implemented properiy, time-out procedures can be effective in reducing maladaptive behaviors across a wide range of student populations. Time-outs, however, are subject to abuse when educators faii to understand and apply the behavioral principles that make the procedures effective in reducing problem behaviors. Some teachers continue to use time-outs even when they are not effective in reducing a student's inappropriate behavior. Moreover, the inappropriate use of time-out may lead to legal problems; recent court cases have tilled that extreme use of time-out procedures may violate students' individual rights (Yell, 2006).

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