Time out: a behavior modification technique

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

These types of actions are part of a strategy with which it is intended that the subject, usually a minor, reflect and modify a behavior. In fact, it is properly a behavior modification technique that can be applied even at the clinical level, which is called time out.

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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 more behaviors.

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it is based on negative punishment, in which before the emission of the behavior to be modified, a positive stimulus is withdrawn or considered as desirable for the person who performs it.

The operation of time out or time out it's simple: it is about extracting the subject who does the behavior from the situation in which he can obtain reinforcers, from so that he modifies or eliminates the behavior that leads him to said situation in order not to be retired. For example, the student is sent out of class or to a corner where he cannot participate in what happens in it.

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

Generally, it is usually applied in cases in which it is necessary to eliminate a problem behavior of a subject, usually a boy or girl, although it can be applied at any type of age, be it in clinical practice or in education.

Variants of this technique

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

1. Time out of no exclusion

In this time-out mode, the subject is not expelled from the place where the reinforcers are, but simply it is prevented from accessing it. However, he can observe his fellow men doing it. In this way, the changes are minimal, but in many cases sufficient to reduce the chances of a behavior occurring.

2. Exclusion

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

3. Isolation

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

4. Self-imposed

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

How to use

For this technique to be effective it is recommended to use a series of steps that allow the person whose behavior is to be modified to understand how the technique works, why it is applied to him and what it means for him.

1. Knowledge of the technique

First of all it is necessary that the subject knows what time out implies, something for which it is necessary to explain the operation of the technique. Likewise, it is necessary to be clear about what behavior you want to eliminate and reduce, as well as to make the subject in question see that this behavior is not adaptive and why. Once all this is known, it is possible to start applying it.

2. Warning

As soon as the person begins to engage in the unwanted behavior, they will be given a warning in which they will be indicate what behavior is unwanted, why you are being warned and the possible consequences of your act (being sent to comply with the time out). It is possible to make several warnings, but it is recommended that there are not many in order for the subject to learn and associate the consequence with the act and the situation does not last.

This element is important for several reasons. In the first place, with very little effort it allows to evoke the idea of ​​the unwanted consequence of misbehaving, which is already in itself something unpleasant, so it can be an aversive factor that can appear in those "feints" of evil behaviour.

Second, in the event of expulsion, it allows a faster understanding of what is understood, therefore this type of punishment will hardly be decontextualized.

3. Expulsion or cessation of reinforcement

In the event that the behavior persists or is repeated, the individual is temporarily expelled or the reinforcement ceases. It must be avoided as much as possible that the moment in which the technique is applied is reinforcing (that is, that does not feel more taken care of by the fact of being punished, which can cause the objective behavior increase). The reason for the punishment is explained to him and they proceed to indicate the time that he must remain outside.

Once the time-out period has elapsed, you will proceed to ask the subject if he understands why he has been expelled and the child is instructed that he can return to the stimulating situation. Alternative strategies can be offered in the event that the unwanted behavior had 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 to be eliminated. It is important to be consistent and consistent in your application, otherwise the time out can cause confusion.

Risks and Disadvantages of Time Out

Time-out is a technique that can sometimes be useful to modify behavior, but its application has both advantages and disadvantages. On the one hand, it is a behavior modification technique that allows you to inhibit unwanted behavior in situations where the subject can 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 damages in the person to whom it is applied.

In the first place, it is a technique that works only at the behavioral level, with which cognitive aspects may not be addressed that are behind the emission of the conduct. There is a modification of behavior, but not of values, and it is difficult for internalized learning to take place. The answer 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 may appear to the subject who applies the punishment. In addition, the subject may perceive that he is not appreciated when the situation occurs, with which he will tend not to share the factors that have motivated the unwanted behavior.

In the same way, suffering is generated due to the 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 whoever applies the punishment, as it can provoke resentment. However, it can be argued that the suffering that this creates more than outweighs what would occur if you did not stop behaving in a certain way.

Therefore, it is recommended that, if this technique is used, be combined with other that allow the individual to understand and be educated in the why of things, such as the behavior to eliminating is harmful, different ways of acting are modeled and behaviors are reinforced positive.

Bibliographic references:

• Almendro, M.T.; Díaz, M. & Jiménez, G. (2012). Psychotherapies. CEDE PIR Preparation Manual, 06. CEDE: Madrid.
• Horse, V. (1991). Behavior Modification and Therapy Techniques Manual. XXI century: Madrid.
• Labrador F.J, Cruzado F. J & López M (2005). Behavior therapy and modification techniques manual. Pyramid: 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.