Time-out: what is this behavior modification technique?

The classic strategy of "punishment in the thinking corner" is an example of this technique.

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

This type of action is part of a strategy intended to make the subject, usually a minor, reflect and modify behavior. In fact, it is a behavior modification technique that can be applied even at the clinical level, which receives the name of time-out..

Time-out as a behavior modification technique

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

This technique is part of the repertoire of behaviorismhaving its origin in 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it is based on negative punishment, in which before the emission of the behavior to be modified, a positive stimulus is withdrawn or considered as appetizing for the person who performs it.

The functioning of time out or time out is simpleThe aim is to remove the subject who performs the behavior from the situation in which he can obtain reinforcers, so that he modifies or eliminates the behavior 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 there.

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

It is usually applied in cases where it is necessary to eliminate a problem behavior of a subject, usually a childAlthough it can be applied in any age group, either in clinical practice or in the educational field.

Variants of this technique

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

1. Non-exclusion time-out

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

2. Exclusion

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

3. Isolation

The individual who commits the action to be eliminated is expelled from the stimulus location. is expelled from the stimulating location. This 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 abated proceeds to remove himself/herself from the situation in order to avoid conflict. in order to avoid conflict. It is used in couple therapy.

Instructions for use

For this technique to be effective it is advisable 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 and what it means for him/her.

Knowledge of the technique

First of all, it is necessary that the subject knows what is involved in time out, for which it is necessary to explain to him how the technique works.For this it is necessary to explain how the technique works. It is also necessary to be clear about the behavior to be eliminated and reduced, as well as to make the subject 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 starts to perform the undesired behavior, a warning will be given to him/her indicating which behavior is undesired, why he/she is being warned and the possible consequences of his/her act (being sent to serve time out). Several warnings are possibleHowever, it is recommended that there should not be 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 evokes the idea of the undesired consequence of misbehaving, which is already unpleasant in itself, so it can be an aversive factor that can appear in these "feints" of misbehavior.

Secondly, in the case of expulsion, it allows a quicker understanding of what is understood, so that this type of punishment is unlikely to remain in the child's mind. this type of punishment will hardly be decontextualized..

3. Expulsion or cessation of reinforcement

If the behavior persists or is repeated, the individual is temporarily expelled or the reinforcement is stopped. It is important to avoid, as far as possible, that the very moment in which the technique is applied is reinforcing (i.e., that he/she does not feel more attentive to the fact of being punished, which may cause the target behavior to increase). The reason for the punishment is explained and the time he/she must remain outside is indicated.

Once the time out has elapsed, proceed to ask the subject if he/she understands why he/she has been punished. ask the subject if he/she understands why he/she has been expelled and the child is and the child is told that he/she can return to the stimulating situation. Alternative strategies can be offered in case the undesired behavior has some kind of motivation behind it.

It is possible to implement differential reinforcement of behaviors, congratulating and praising behaviors that are incompatible with the behavior to be eliminated. It is important to be coherent and consistent in its application, otherwise time out may cause confusion. can lead to confusion.

Risks and disadvantages of time-out

Time-out is a technique that can sometimes be useful for behavior modification, but its application has both advantages and disadvantages. On the one hand, it is a behavior modification technique that inhibits unwanted behavior. inhibits undesired behavior in situations in which the subject in situations where the subject may be reinforced by a large number of possible elements, such as peers in the classroom. However, the application of this type of technique is controversial and not very advisable, since in certain situations it can generate different damages in the person to whom it is applied.

First of all, it is a technique that works only at the behavioral level, so that cognitive aspects may not be treated. cognitive aspects that are behind the emission of behind the emission of the behavior may not be treated. There is a modification of behavior, but not of values, and it is difficult for internalized learning to take place. The response is learned as an avoidance of punishment, but internally it can be considered as positive.

Another major disadvantage of this technique is that the subject is conditioned through fear. is conditioned through fearThe subject is conditioned through fear, and fear may appear to the subject who applies the punishment. In addition, the subject may perceive that he/she is not appreciated when the situation occurs, so that he/she will tend not to share the factors that have motivated the undesired behavior.

Similarly, suffering is generated due to the withdrawal of attention and this can lead to a loss of self-esteem and trust in the environment. It also harms the relationship with the person who applies the punishment, as it can provoke resentment. However, it can be argued that the suffering this generates far outweighs the suffering that would occur if it did not stop behaving in a certain way.

It is therefore recommended that, if this technique is used, it should be combined with other techniques that allow the individual to understand and be educated in the why of things, how the behavior to be eliminated is harmful, different ways of acting are modeled and positive behaviors are reinforced.

Bibliographical references:

• Almendro, M.T.; Díaz, M. & Jiménez, G. (2012). Psychotherapies. Manual CEDE de Preparación PIR, 06. CEDE: Madrid.
• Caballo, V. (1991). Manual de técnicas de terapia y modificación de conducta. Siglo XXI: Madrid.
• Labrador F.J, Cruzado F. J & López M (2005). Manual de técnicas de modificación y terapia de conducta. 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.