Effectively managing a classroom is an essential part of teaching. The time-out is one of the most widely used forms of behavior management. Unfortunately, unless teachers learn how to properly use this technique, it can result in an increased number of unwanted incidents, and in some cases may bring on lawsuits.
             The main purpose of the time-out is to decrease unwanted behavior while at the same time increasing desirable behaviors. Although it has been found that reinforcing wanted behaviors is extremely effective, there are times where teachers have to instead address unwanted behaviors, and this is when using one of the time-out techniques is an option.
             By definition, a time-out is when an individual is removed from a situation when he cannot display an appropriate behavior. There is not one single time-out model to follow. Dependent upon the situation, a teacher may choose from four main types of time-out procedures. They range from least intrusive to most restrictive, and each involves removing access to reinforcement.
             An inclusion time-out involves allowing a student to remain in the classroom, but they are limited to the amount of involvement they have with activities. There are four types of inclusion time-out that can be applied, including 1) planned ignoring, 2) withdrawal of materials, 3) contingent observation, and 4) time-out ribbon. With any of these procedures, the student is permitted to continue observing classroom activities, but is denied reinforcement from his teacher and classmates. This technique is best suited for a child who may need minor redirection. A disruptive student may require a more aggressive approach.
             Exclusion time-out is the title given to the procedures that remove the student entirely from the classroom setting. With these procedures, the student is removed from the setting and is not required to observe what is happening in his absence. In this case, the student is not in ...