At some point in our childhood we may have seen a type of punishment that consists of staring at the wall or being kicked out of class. This is a very common form of punishment in schools and even high schools , as well as in some homes in the form of “the thinking corner or chair”.

This type of action is part of a strategy that aims to make the subject, usually a minor, reflect and modify a behavior. In fact, it is a technique for modifying behaviour that can be applied even at a clinical level , which is called time out .

Time out as a behavior modification technique

Time out is a behavior modification technique through which it is intended to decrease in frequency or eliminate the performance of one or several behaviors .

This technique is part of the repertoire of behaviorism , having its origin in operant conditioning. Specifically, it is based on negative punishment, in which a positive stimulus is withdrawn before the emission of the behaviour to be modified or considered as desirable for the person who performs it.

The operation of time out or time out is simple : it is a matter of extracting the subject who is doing the behaviour from the situation in which he can obtain reinforcers, so that he modifies or eliminates the behaviour that leads him to that situation in order not to be removed again. For example, the student is sent out of class or to a corner where he cannot participate in what is happening in the class.

This technique is usually used on the premise that the time the subject is expelled is approximately one minute per year of the individual’s age .

It is generally applied in cases where it is required to eliminate a problem behaviour from a subject, generally a child , although it can be applied at any age, either in clinical practice or in the educational field.

Variants of this technique

Time out is a technique that can be applied in various ways. Specifically we can find the following variants or types of time out .

1. Non-exclusive time out

In this time-out mode the subject is not expelled from the place where the reinforcers are located, but simply prevented from accessing it . However, he can observe his fellows doing so. In this way, the changes are minimal, but in many occasions sufficient to reduce the possibilities of the appearance of a behaviour.

2. Exclusionary

The individual remains in the situation where the reinforcers are, but cannot access them or observe others doing so. A typical example is being punished facing the wall .

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3. Isolation

The individual who commits the action to be eliminated is expelled from the stimulating site . This is the type of time out that applies when a student is expelled from class or sent to a separate room.

4. Self-taxing

The individual whose behaviour is to be reduced proceeds by himself to withdraw from the situation in order to avoid conflicts. It is used in couples therapy.

Instructions for use

For this technique to be effective it is advisable to use a series of steps that allow the person whose behaviour you want to modify to understand how the technique works, why it is applied and what it means for him/her.

1. Knowledge of technique

First of all, it is necessary that the subject knows what time out implies , for which it is necessary to explain the functioning of the technique. Likewise, it is necessary to have a clear idea of the behaviour to be eliminated and reduced, as well as to make the subject see that this behaviour is not adaptive and why. Once all this is known, it is possible to start applying it.

2. Warning

The moment the person begins to engage in the unwanted behavior, he or she will be given a warning indicating what behavior is unwanted, why he or she is being warned, and the possible consequences of his or her action (being sent to serve the time out). It is possible to make several warnings , but it is recommended that they are not too many so that the subject learns and associates the consequence with the act and the situation is not prolonged.

This element is important for several reasons. Firstly, with very little effort it can evoke the idea of the undesirable consequence of misbehaving, which is already unpleasant in itself, so it can be an aversive factor that can appear in those “threats” of misbehaviour.

Secondly, in the case of expulsion, it allows a quicker understanding of what is understood, which is why this type of punishment will hardly be out of context .

3. Expulsion or cessation of reinforcement

If the conduct persists or is repeated, the individual is temporarily expelled or the reinforcement ceases. The very moment the technique is applied, reinforcement must be avoided as much as possible (i.e., the individual no longer feels cared for by the fact of being punished, which may cause the target behaviour to increase). The reason for the punishment is explained to him and he is then told how long he must stay out.

Once the time out has elapsed, the subject is asked if he understands why he has been expelled and the child is told that he can return to the stimulating situation. Alternative strategies can be offered in case the unwanted behaviour has some kind of motivation behind it.

It is possible to implement a differential reinforcement of behaviors, congratulating and praising the behaviors that are incompatible with the one we want to eliminate. It is important to be coherent and consistent in its application, otherwise the time out may cause confusion .

Risks and disadvantages of time out

Time out is a technique that can sometimes be useful in modifying behaviour, but its application has both advantages and disadvantages. On the one hand, it is a behaviour modification technique that allows to inhibit undesired behaviour in situations where the subject may be reinforced by a large number of possible elements, such as his classmates. However, the application of this type of technique is controversial and not recommended, since in certain situations it can generate different prejudices in the person to whom it is applied.

Firstly, it is a technique that works only at a behavioural level, so that the cognitive aspects behind the emission of the behaviour may not be treated. A modification of behaviour occurs, but not of values, and it is difficult for internalised learning to take place. The response is learned as avoidance of punishment, but internally it can be considered as positive.

Another of the great disadvantages of this technique is that the subject is conditioned through fear , and fear can appear in the subject who applies the punishment. In addition, the subject may perceive that he is not appreciated when the situation occurs, so he will tend not to share the factors that have motivated the undesired behaviour.

Similarly, suffering is generated due to withdrawal of attention and this can lead to a loss of self-esteem as well as confidence in the environment. It also damages the relationship with the person who is punishing, as it can lead to resentment. However, it can be argued that the suffering that this generates more than compensates for the suffering that would occur if he or she did not stop behaving in a certain way.

For all these reasons, it is recommended that, if this technique is used, is combined with others that allow the individual to understand and be educated in the why of things, as the behaviour to be eliminated is harmful, different ways of acting are modelled and positive behaviours are reinforced.

Bibliographic references:

  • Almendro, M.T.; Díaz, M. & Jiménez, G. (2012). Psychotherapies. Manual CEDE de Preparación PIR, 06.
  • Caballo, V. (1991). Manual of therapy and behavior modification techniques. Siglo XXI: Madrid.
  • Labrador F.J, Cruzado F. J & López M (2005). Manual of behavior modification and therapy techniques. Pirámide: Madrid.
  • Pierce, W. David & Cheney, Carl D. (2013). “Behavior Analysis and Learning: Fifth Edition. Psychology Press.
  • Skinner, B.F. (1969). Contingencies of reinforcement: a theoretical analysis. New York: Appleton-Century-Crofts.