Time out is a structured behavioral modification technique used to address disruptive behavior in children. The procedure is rooted in the principle of “time out from positive reinforcement,” meaning the child is briefly separated from the attention, activities, or items that might be sustaining the misbehavior. Used consistently, time out serves as a teaching tool that helps children connect their actions with a loss of access to enjoyable things.
The Core Components of Effective Time Out
The primary objective of time out is to interrupt disruptive behavior by removing the child from a setting where they are receiving positive reinforcement, such as attention or access to toys. This technique is a teaching moment focused on behavior change, rather than a punitive or shaming experience.
Determining the appropriate duration is a foundational rule for success, with a widely accepted guideline being one minute per year of the child’s age. For example, a four-year-old would spend four minutes in the designated area, generally with a maximum time limit of five to ten minutes. Time out is typically most appropriate for children between the ages of two and eight, as toddlers begin to understand consequences and older children may require different disciplinary methods.
Selecting the location is equally important, as the designated spot must be safe, easily monitored, and fundamentally “boring.” This location should be free of stimulating items like toys, books, or television, and it should not be a place the child associates with comfort, such as their bed or bedroom. A simple chair in a corner or a quiet spot in a hallway often serves as an ideal location because it minimizes the chance for the child to find alternative reinforcement.
Step-by-Step Implementation Guide
The proper execution of time out begins with clearly identifying the specific, target behavior that warrants the intervention, such as hitting or refusing to follow a direction. The caregiver should first give a single, concise warning statement that clearly links the undesirable behavior to the consequence. For example, a parent might calmly state, “If you hit your sister again, you will go to time out.”
If the behavior is repeated after the warning, or if it is a severe action like aggression, the parent should immediately and non-emotionally escort the child to the predetermined time out location. The caregiver must remain neutral throughout this process, offering only a brief statement about the infraction, such as, “You hit, so you are in time out.” Engaging in a discussion or showing anger can inadvertently provide the attention the child is seeking.
Once the child is in the time out location, the timer is started, and the caregiver must ignore all of the child’s behavior, including arguing, crying, or attempts to leave. The duration should only start once the child is settled and quiet, and the time out officially ends when the timer is completed and the child has been quiet for a short period, such as five seconds. After the time out is served, the child should be released and immediately directed to return to the previous activity without any further lecturing or discussion.
Addressing Common Misuses
A frequent misuse that undermines time out’s effectiveness is the caregiver becoming emotionally involved by lecturing or nagging the child before, during, or immediately following the procedure. This verbal engagement provides the attention the child may be seeking, which can reinforce the very misbehavior the time out is meant to discourage. The technique is also misapplied when it is used for behaviors that are not attention-seeking, such as distress, anxiety, or sadness, which require comfort and connection instead of isolation.
Using the child’s bedroom or crib as the time out location is another common error, as this space should remain a sanctuary associated with rest, play, and security. Furthermore, using an excessive duration, such as longer than ten minutes, or an inconsistent duration can teach the child that the consequence is arbitrary rather than a predictable result of their actions.
Overly long time outs are not proven to be more effective than shorter ones. Effective use of time out requires the caregiver to maintain a calm, neutral demeanor and to follow through with the procedure consistently every time the target behavior occurs. Any deviation from the established rules risks transforming the teaching tool into an ineffective punishment.