The Time-Out Process

Teaching preschoolers with disabilities, I've seen my fair share of negative and inappropriate behaviors. One of the behavioral interventions that I implement in my classroom is time-out. However, I don't use the term "time- out." I refer to my designated break area as "safe space." When I have students go to safe space, I am implementing inclusion time-out. This means, I am removing the student from the reinforcement area, but he/she is not being removed from the classroom setting. Despite the controversy and the theories that time-out "doesn't work," in my experience, this type of behavioral intervention has been beneficial and effective in my classroom. Sending students to a designated area to calm down has taught many of my students self-regulation skills. It has also taught my students that the classroom is a safe place for them, and they should feel comfortable to work through their feelings in the educational setting. Many teachers do not know how to properly implement time-out procedures and therefore, it is not a learning experience for students. It is important that schools make an effort to educate staff members about the educative time-out process. This will ensure that students are experiencing consistent behavioral intervention strategies as they move through each school in the district. 


Hamlett, T. (2020). Module 4: Incentives, Peers, and the Educative Time-Out Process. American College of Education. Retrieved from http://ace.edu

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