Time-Out Guidelines

Description

Step by step instructions of using the Time Out method of behavior management.

Learning objectives

Using Time Out

Know how to explain use of time out as a discipline method for young children

"Time-out" involves placing a child on a chair for a short period of time following an occurrence of unacceptable behavior. This has been effective in reducing such problem behavior as tantrums, hitting, biting, failure to follow directions, leaving the yard without permission and others. Adults have found that "time-out" works better than spanking, yelling or threatening the child. It is appropriate for children from 18 months through 10 years

Getting Started:

Use a small, portable kitchen timer.
Choose a place for "time-out"; a chair in the hallway, kitchen or corner of a room. Pick a dull place where the child cannot view TV, play with toys or interact with other children. The aim is to remove the child to a place where not much is happening -not to frighten the child.
The whole family should read and know the rules." Consistency is very important!

Practicing:

Before using "time-out", try it with your child at a pleasant time.
Tell the child there are two rules when in "time-out":
Rule#1:He must sit quietly in the "time-out" chair. The timer will not start until he is quiet. Ask the child what will happen if he makes noise while in "time-out". The child should say that the timer will be reset or something similar. If he does not say this, remind the child of the rule.
Rule#2:He must not get off the chair before the timer rings. If he does, place him back in the chair and explain that time will be added every time he gets off the chair.
Check your child's understanding of the rules.
Tell your child that you will be using "time-out" instead of spanking, yelling or threatening. Most children are pleased to learn this.

How to use "Time-out":

When your child misbehaves, describe the inappropriate behavior. For example, "You didn't use nice touches. Go to 'time-out' please." Say this calmly and only once. Do not lose your temper or begin nagging.
Tell the child what you want, not what you don't want. If the child has problems getting to the chair quickly, either lead him part of the way or carry him to the chair. Be sure to hold the child facing away from you so that he does not confuse a hug with a trip to "time-out".
Do not touch a child who is very upset without letting the child know your intention first, i.e., "Do you need help getting to the 'time-out' chair?"
When the child is on the chair, set the timer for a specific number of minutes. The rule of thumb is 1 minute for each year of age up to 5 minutes. A 2 year old would have 2 minutes, a 3-year old 3 minutes, etc. If the child gets off the chair before the time is up, reset the timer. Do this each time the child gets off the chair.
When your child doesn't regain self-control, remind him that he must show self-control in order to get up.
Reset the timer for 1 minute.
Check back with the child at the end of 1 minute and praise him for gaining self-control.
When the timer rings, go to the "time-out" chair and ask the child if he would like to get up.
Do not speak from across the room. The child should acknowledge with a nod of the head or a positive answer. Answering in an angry tone of voice or refusing to answer is not acceptable. If the child is still angry, he will probably get into trouble again in a short period of time. When the child answers in an angry tone or refuses to answer, reset the timer. The child may then answer appropriately, but once the timer is reset it must go the full amount of time.
You are the one who decides when the child gets off the "time-out" chair, not the child.
As soon as the child is off the "time-out" chair, repeat the action you want, i.e., "Remember to use nice touches." Briefly monitor the child's behavior, then allow independent behavior.

After the child finishes a "time-out" period, he should start with a "clean slate".

Do not discuss, remind or nag about what the child did wrong. Within 5 minutes of the "time-out", look for and praise good behavior. It would be wise to take the child to a different part of the house or room, and start him on a new activity.

Remember - "Catch your child being good."

Family Rules:

Adults:

Decide, in advance, when you will use "time-out".
Do not leave the child in "time-out" and forget about him.
Do not nag, scold or talk to a child while he is in "time-out". All family members should follow this rule!
Remain calm, particularly when a child is being testy.

Child:

Go immediately to "time-out" when you are asked to. Do not argue!
Remain quiet and stay on the "time-out" chair until you are asked to get down. You will spend less time that way.
The timer is not to be touched by any child.

Brothers and Sisters:

If you tease, laugh at or talk to the person while they are in "time-out", you will be placed in the "time-out" chair, and your brother or sister will be able to get down.

THINGS TO REMEMBER WHEN USING "TIME-OUT"

Do not threaten your child with the "time-out" chair. You will only teach him that he can continue to misbehave before you will use "time-out". If you say it, do it.
All adults who are responsible for disciplining a child should be using the "time-out" chair. Agree on when and for what behaviors to send a child to "time-out". (You will want new sitters, visiting friends, and relatives to read and discuss the "time-out" guidelines.)
To make "time-out" really work, make the rest of the day ("time-in") pleasant for the child. Always let your child know when he is well behaved. "Catch your child being good!". Don't take good behavior for granted. Most children will prefer "time-out" rather than to be ignored completely.
The child may say, "Going to the chair doesn't bother me," or "I like "time-out". Don't fall for this trick! You should notice over time that the problem behaviors occur less often. ("Time-out" is not supposed to be a miserable experience.)
When you first begin using "time-out", a child may act like it's a game. He may put himself in "time-out" or even ask to go to "time-out". When this happens, put the child in "time-out" and require the child to sit quietly for the required amount of time. The child will soon learn that "time-out" is not a game. He may also laugh, giggle, curse or spit when going to "time-out" or while in "time-out". Although this may aggravate you,it is very important to completely ignore a child while he is in "time-out". This will teach a child that such "attention getting" behavior will not work.
Minimize distractions. Television, radio or a nice view out the window, can make "time-out" more tolerable but will increase the length of time the child must stay in the chair.
Use "time-out" for big as well as small behavioral problems. Adults have a tendency to feel that "time-out" is not enough punishment for big things and thereby discipline inconsistently. "Time-out will work for small and big problems. Consistency is the key.
Be clear about the rules. Adults often establish a new rule (e.g., "Don't touch the new stereo.") without telling the children. State the rule and what will happen if it is broken, "Don't touch the stereo. You will go to 'time-out' if you touch the stereo." Without this information, when the child breaks the rule he may be confused about why he is is being put in "time-out".
Review the "time-out" guidelines to make certain you are following the recommendations.

When your child is in "time-out":

Do remain calm.
Do follow the written guidelines.
Do find something to do (read a magazine, watch television, listen to the stereo) when the child is crying or talking loudly while in "time-out".
Don't look at him. Don't talk to him or her. Don't talk about him. Don't act angry. Don't stay in the room if possible

The ABCD grant program is supported by The Commonwealth Fund, a New York City-based private, independent foundation. The views presented here are those of the author and not necessarily those of The Commonwealth Fund, its directors, officers or staff.

References

Phelan, Thomas. 1-2-3 Magic: Effective Discipline for Children 2-12. Child Management. 1995 [152]

Keywords: ASQ (screening),behavior,discipline,early childhood,early intervention,identification,parent training,parenting,PEDS (testing),practice,primary care,screening,Screening Tests,time out
Publication date: Sep 28, 2004
Revise date: Oct 27, 2004
TextID: 28