Definitional, Parametric, and Procedural Considerations in Timeout Interventions and Research

This article reviews definitional, parametric, and procedural issues which must be considered to optimize the effectiveness of timeout, an intervention frequently used with exceptional students. The conceptual basis of timeout is explained as a meaningful discrepancy between the timein and timeout environments, and five general types of timeout are delineated: (a) isolation timeout, (b) exclusion timeout, (c) contingent observation, (d) removal of reinforcing stimulus conditions, and (e) ignoring the student. The results of parametric and comparative investigations involving these five types of timeout are reviewed. However, a comprehensive knowledge base concerning timeout has yet to be established. Thus, directions for future research and the need for systematic studies are noted. Procedural considerations, including preconditions, contextual variables, concurrent interventions, and evaluation of timeout, are then discussed.