How Do Parents Respond To Time-Out?

As children, most people learn obedience through punishment. When we do something “wrong”, one or several privileges are taken away by our parents. Depending on the severity of a mistake, such punishment may last for a very short time or in some cases it may even be permanent by nature. Many parents inflict a common punishment on their young children of not allowing them to watch television for a certain amount of time which is usually measured in days or in weeks. Such disciplinary methods often prove to be positive learning experiences which teach us right from wrong and instill us with values which should prevent us from doing

With over three hundred million Americans and over six billion people worldwide parenting skills are essential to maintain a healthy society. Parenting involves many aspects and requires many skills. It is a time to nurture, instruct, and correct to develop fundamental skills children will need to be mature, responsible, and contributing adults to a society. There are four commonly identified parenting styles; authoritarian, authoritative, permissive, and uninvolved parenting. Of the four parenting styles, two remain on opposite ends of the parenting spectrum. These two styles; authoritarian, and permissive both have deleterious results that are often visible throughout different developmental stages, such as rebellious behavior. As well

Home management: using the 1, 2, 3, program. Parents would count to 3 slowly if the child didn’t do what was asked they would have a time out. (The amount of time would be the age of child in number in minutes). After repeating this several times the child would start to learn what to do.

The children are usually disciplined by being sent to their room, time out, and taking toys away.

A realistic initial intervention is parental instruction in communication for achieving improved compliance with rules and societal norms (Henggeler, S. W., & Sheidow, A. J., 2012). Parents are taught to communicate requests in a clear and direct manner (I would like to you wash the dishes after dinner). It is important that the requests should not be negative or qualified. If the child does not listen and respond appropriately another verbal reminder should follow. After three such requests, and refusals, a reasonable consequences should be added. The chosen consequence needs to be realistically implemented and not vague or

The article “Reducing Behavior Problems Through Functional Communication Training” by Edward G. Carr and V. Mark Durand addresses the issues of choosing replacement behaviors. The research consisted of two experiments. The first experiment considered when problem behaviors are more likely to take place. The problem behaviors were aggression, tantrums, and self-injury. The results disclosed lack of adult attention and the difficultly of the task both activated behavioral problems. The second experiment used the assessment data collected from the first experiment to select a replacement behavior. The children were taught to verbally seek help, attention, or both from adults. The purpose of the study was to provide more direction when choosing a functionally appropriate replacement behavior in order to decrease inappropriate behaviors.

QP engaged Yuma in participating in an evident base practice geared towards taking time-out. QP explained to Yuma that the activity will teach him how to use time-outs to stop himself from becoming abusive or violent. QP explained to Yuma, that the goal of the activity is to show him how to take a time-out before he become abusive or violent when conflict situation arises. QP discussed with Yuma some time-outs strategies, he can use for de-escalating difficult situations. QP role-played with Yuma, how to disengage himself from power struggles with his parent. QP explained to Yuma, that time-out is a step toward better family relationships with his family, may prevent hurting family member, caring about the other person and chance to calm down

2. "A guidance or discipline encounter is an interaction between an adult and child and often includes helping the child alter her behavior in some way" (Marion, 2012, p. 115). Negative discipline strategies tend to focus, as one would assume, strictly on negative behavior. Punishment is often utilized as an attempt to make the child behave in desired manner. A controversial form of negative discipline that it still used in schools is time-outs. During a time-out a child is removed from the group and is isolated for a set period of time. While in a time-out, the goal of the teacher is to have the child think about their negative behavior and to have the child feel remorseful about their previous actions. According to Dan

The professional guidance means the teachers have long term goals in their mind when they guide children. I have to think of the children’s future when I guide them. If I want to fix a child uncooperative behavior, I should not give the child time-out. The time-out is one of the nonprofessional responses because it looks easy and quick way to fix the problem, but the child doesn’t learn anything from the time-out. I learned other nonprofessional responses, such as empty threats, distraction, bribery, exhortation, removal,preaching,sympathy and guilt. All of the teacher’s manipulative techniques are towards short term goals, so I should not use them. It is easy to say I know it but, I really try to apply in my daily life. When I interact with

My question is what is the evidence about the effectiveness of time out? Does it work? What behaviors does it change? Time out is recommended to be use in isolation, as a stand-alone strategy. For example, when a child is throwing objects around in a manner unsafe environment and refuses to stop when being instructed by a parent. A reason for providing an explanation to the child as to why they are going to time out, so they can understand what they have done and to be punished for it, so it won't happen again.

Across America people are having a debate whether parents should use embarrassment as an punishment or if embarrassment should not be used as a punishment. One side thinks embarrassment should not be used as a punishment because kids can get bullied. And the other side thinks it should be used as punishment so kids will stop acting like they are grown. Considering both sides of the debate, embarrassment should be used as punishment because after kids get the haircut they would stop acting grow .

The Parenting Our Children to Excellence (PACE) has been established as a research-based preventative intervention to support families by using discussion and activities to address practical parenting issues and promote child-competence (Dumas, Arriaga, Begle and Longoria, 2010). It attempts to teach parents to focus on their parental strengthens rather than on remediating deficits in behavior of their children. It especially, gives parents tools to better deal with young children who regularly refuse to cooperate and become aggressive or withdrawal when frustrated (Dumas et al., 2010). This intervention is an 8 week intervention geared toward parents of children ages 2-6 years old and is usually provided in conjunction with the child’s current child-care placement (Dumas et al., 2010; Begle and Dumas, 2011).

Parent Management Training (PMT) is an evidence-based intervention instilled to parents of children and adolescents with aggressive, antisocial and defiant behaviors. Parents are taught social learning techniques with the purpose of changing the behavior of their children. Parents learn effective parent-child relationship management strategies and parenting skills through exercises and role play with the therapist. These methods include observing and recording behavior, positive reinforcement, token reinforcement, time out reinforcement, attending, ignoring, reprimanding, shaping, and compromising. As treatment sessions progress, these concepts are introduced and instructed to be implemented at home. The timing of this reinforcement and its modulations to shape parent behavior are trained rather explicitly among therapists (Kazdin, 2005). Several behavioral training programs exist today, and techniques from a number of them are depicted in the Parent Management Training manual paradigm discussed throughout this synopsis. The compendium of literature presented in this overview suggest the effectiveness of PMT as a behavioral treatment for children and adolescents.

In this stage, caregivers take control of the playtime and give the child clear, direct, and understandable commands. If the child obeys, praise is given. If the child chooses to disobey, the caregivers give the child two options (e.g. put the chair away or sit in time out). If the child still does not obey, consistent consequences and punishments are given. This helps the child to develop a cause and effect relationship and understand the consequences of bad behavior. After both of the two stages are completed and mastered, the caregivers and the child graduate from the program (“Parent-Child Interaction Therapy with At-Risk

Children look to adults, parents, and teachers for approval in order to confirm that the behaviors they are exhibiting are ones that are desired (Lawhon & Lawhon, 2000). By acknowledging the child’s behavior as appropriate we teach the child which behaviors are preferred over others (Bukatko & Daehler, 2001).