Takes the Trouble out of
Time-Outs in School
Time-Out Facts
RESEARCH SHOWS:
•
When used properly, Time-Out is one of the most powerful and safest Behaviour
Modification/Management tools
•
When used properly , Time-Out causes no physical or emotional harm; works on all
ages, settings and on most negative/undesirable behaviours
•
Time–Out is extensively used in Schools (86%)
BUT
•
Time-Out is Very Complex and is MOSTLY MISUSED in Schools according to
research resulting in ineffective & potentially harmful use.
(Eaves et al., 2005; Ducharme et al., 2000; Erford, 1999; Reid, 1999; Turner & Watson, 1999; Olmi
et al., 1997; Reitman and Drabman 1996; McGimsey et al., 1995; Zabel, 1986)
The Trouble with Time-Outs
Why is Time-Out mostly misused in Schools? Scientific Research Identifies the following problems:
Young Children have no real concept of time, thus become pre-occupied with/keep asking ‘when is my time up’ as opposed to
Reflecting. Can lead to frustration/anxiety. Any teacher Interaction is rewarding attention (even negative attention), therefore
counter-productive as it reinforces the undesirable behaviour.
Difficult for children to Reflect upon behaviour during Time-Out unaided given their short attention spans and limited
concentration ability. Without reflecting, there is no learning taking place of vital Behaviour & Consequence connections
as children merely ‘serve time’ in a punitive sense.
If children misbehave during time-out itself (eg shouting), research shows only 1 min. of Extra-Time should be added per
deviation, otherwise Time-Out becomes ineffective. How to add this precisely without teachers interacting/giving attention?
Consistency, Consistency , Consistency is key for time-out to work: how to ensure same minutes and procedures each and every
time? Otherwise, Time-Out is ineffective. Currently no system in place to ensure standardised and accountable Time-Out use.
Solves
Pupil maps Time-Out progress via feedback (Audio-Visual),
freeing them to focus on Reflecting & negates need for any
counter-productive teacher interaction/attention.
Solves
Various Behavioural Reflection Messages encourage positive cognitive
neural pathways in connecting Behaviour with Consequences.
“Think about why you
Behaved in this way?”
Solves
Remote adds extra 1 min. per deviation precisely during TimeOut without any teacher interaction/attention. Pupil informed
of penalty on unit and urged to calmly Reflect.
Solves
Consistent, Safe & Effective use. Creates necessary distinction between ‘Time-In’ and
‘Time-Out’ environment allowing teachers to continue teaching with minimal disruption.
“Think about why you
Behaved in this way?”
Product Features/Benefits
Quality scientific product invented by a Psychologist to meet complex criterion of Time-Outs in a simple
press-and-go device for busy modern classrooms
Uniquely encourages positive cognitive learning of Behaviour & Consequence connections during TimeOuts
Behavioural Reflection messages reinforce the existing “4W Forms” already used in schools with TimeOuts
Child-friendly increasingly complex Behavioural Reflection messages according to age. Frequency and
Type of Reflection Messages also varies according to related attention / concentration spans of children
Remote has corresponding timer allowing teachers to monitor time-out duration with finish alarm
(remote can be worn on chain/ribbon/key-ring etc)
Complete with Headphones for minimal class disturbance for in-classroom Time-Outs
Complete with Power lead for mains operation to save on batteries (optional battery use)
Unit is Child tamper-proof, durable and classroom/elsewhere-portable