ve him social reinforcement for appropriate behaviors and the nonoccurrence of SIB. If the subject engaged in SIB, the therapist would leave the room, therefore, eliminating the possibility for reinforcement (Adelinis, Fisher, Hanley, Piazza, 1997, p. 251-260).Time-out ProceduresA time-out is a procedure that serves as punishment by denying a student, for a set period of time, the opportunity to receive reinforcement. It is also known as a time-out from positive reinforcement. There are three types of time-out procedures that are categorized by the method of denying access to reinforcers. A nonseclusionary time-out denies the student access to reinforcers by temporarily manipulating the environment. The student is still present in the room but may be moved to another table and required to put his or her head down on the table. An exclusionary time-out involves removing the student from the activity and away from reinforcement. The student may be moved to another part of the room or may be removed from the room completely. When a student is moved to another part of the room he or she could be instructed to sit in a chair facing away from their peers or be placed behind a screened-off area. On the other hand, if the student is removed from the classroom completely, he or she may be asked to sit in a study room alone or with an accompanying adult. During a seclusionary time-out, a time-out room is used. This room is a means for isolating the student contingent upon misbehavior. This eliminates access to reinforcement from teachers and peers. A strict guideline must be followed for the use of exclusionary and seclusionary time-out procedures. Minnesota Rule on Time-Out ProceduresTime-out procedures that seclude a student in a specially designated isolation room or similar space must meet the following conditions:specific criteria for returning the pupil to the routine activities and regular education environment; an evaluation to determine ...
