Time-Out for Child Behavior Management

Description

• Written by leading experts • Highlights applied research • Reviews parent training programs • Details parent–child interaction therapy • Addresses controversial issues • Includes downloadable tools This is a comprehensive guide to understanding, administering, and teaching caregivers to implement time-out effectively for child behavior management. Practitioners will appreciate the focus on applied research highlighting the efficacy of specific time-out parameters and the overviews of behavioral parent training programs that include time-out. Readers learn about the use of time-out in parent–child interaction therapy, both conceptually and through an in-depth case study. Includes downloadable tools. Time-Out in Child Behavior Management Acknowledgments Preface Table of Contents 1 Description 1.1 History of Time-Out 1.2 Defining Time-Out: Extinction or Punishment? 2 Review of Time-Out Research 2.1 Children With Attention-Deficit/Hyperactivity Disorder (ADHD) 2.2 Children With Autism Spectrum Disorder (ASD) 2.3 Children With Intellectual Disability/Cognitive Delay 2.4 Children With Internalizing Disorders 2.5 Child Trauma 2.6 Changing Caregiver Behavior 2.7 Child Compliance Training 2.8 Long-Term Outcomes of Child Behavior Management 2.9 Summary 3 Using Time-Out: Developmental Age-Based Considerations 3.1 Children Younger Than 24 Months 3.1.1 Managing Problem Behavior 3.1.2 Training Emotion Regulation and Self-Control 3.1.3 Compliance Training 3.2 Children Ages 2–10 Years 3.2.1 Cognitive Factors 3.2.2 Physical Factors 3.2.3 Social Factors 3.3 Children Ages 8–10 Years and Older 3.3.1 Managing Time-Out Refusal and Escape 3.3.2 Increasing Buy-In 3.3.3 Alternative Forms of Time-Out 4 Diversity Issues 4.1 Ethnic, Racial, and National Considerations 4.1.1 Minority Groups in the United States 4.1.2 International Views 4.1.3 Summary 4.2 Time-Out in Relation to Other Socioeconomic Factors 5 Evidence-Based Programs Including Time-Out 5.1 The Defiant Children Program 5.2 Family Interaction Training Program (FIT) 5.3 The Helping the Noncompliant Child Program 5.4 The Incredible Years Program 5.5 Parent–Child Interaction Therapy (PCIT) 5.6 The Kazdin Method (Formerly Parent Management Training) 5.7 Triple P – Positive Parenting Program 5.8 Summer Treatment Program 5.9 Parent Management Training – Oregon/ Generation PMT–O 5.10 Summary 6 Parameters of Time-Out 6.1 Verbalized Reason 6.2 Warning 6.3 Administration 6.4 Location/Type 6.4.1 Isolation Time-Outs 6.4.2 Exclusionary Time-Outs 6.4.3 Nonexclusionary Time-Outs 6.5 Duration 6.5.1 Brief Time-Outs 6.5.2 Longer Time-Outs 6.5.3 Contrast or Sequencing Effects 6.6 Schedule 6.7 Release From Time-Out 6.7.1 Time-Based Release 6.7.2 Behavior-Based Release 6.7.3 Time- and Behavior-Based Release 6.7.4 Comparing Release Contingencies 6.8 Escape 6.8.1 Escape From Time-Out 6.8.2 Escape Through Time-Out 7 Controversial Issues Related to Time-Out 7.1 Behavioral Parenting Approaches 7.2 Punishment 7.2.1 What Is Punishment? 7.2.2 Concerns With Punishment 7.3 Controversies Around Time-Out 7.3.1 Does Time-Out Cause Trauma and Physiological Harm? 7.3.2 Are There Other Negative Outcomes Associated With Time-Out? 7.3.3 Time-Out is Efficacious in Research, but Is It Effective in the “Real World”? 7.3.4 Does Time-Out Only Affect Immediate Behavior Problems? 7.3.5 Is Exclusively Positive Parenting Preferable to Time-Out? 7.3.6 Is Time-Out Widely Unacceptable? 7.4 Legal Issues 7.4.1 Modifications of Time-Out Procedures 7.4.2 Conclusion 7.5 Ethical Issues 7.6 Conclusion 8 Parent–Child Interaction Therapy (PCIT) Time-Out as an Exemplar 8.1 Introducing Time-Out 8.2 PDI Teach Session 8.2.1 Effective Commands 8.2.2 Effective Follow-Through 8.2.3 Return to Child-Directed Interaction 8.2.4 Planning for At-Home Practice 8.2.5 Planning for the First Discipline Coaching Session 8.3 First PDI Coaching Session 8.3.1 Preparing the Room 8.3.2 Preparing the Back-Up Space 8.3.3 Beginning the First Discipline Coaching Session 8.3.4 Teaching PDI to the Child 8.3.5 Coaching PDI 8.4 Gradual Roll-Out Approach 8.4.1 Time-Out for Other Behavior 8.5 Alternatives to Chairs, Back-Up Spaces, and Carrying Children 8.6 Conclusion 9 Case Vignette 9.1 Case Background 9.2 Treatment Plan and Goals 9.2.1 Treatment Session 1 (Relationship-Building Didactic & Coaching) 9.2.2 Treatment Session 2 (Relationship-Building Coaching & Differential Attention) 9.2.3 Treatment Session 3 (Relationship-Building Coaching & Discipline Didactic) 9.2.4 Treatment Session 4 (Compliance Training & Time-Out Coaching) 9.2.5 Treatment Session 5 (Compliance Training & Time-Out Coaching) 9.2.6 Treatment Session 6 (Compliance Coaching, House Rule, & Public Behavior Planning) 9.2.7 Treatment Session 7 (Follow-Up & Future Planning) 10 Further Reading 11 References 12 Appendix: Tools and Resources