Time-Out for Students With Emotional/Behavioral Disorders: A Systematic and Meta-Analytic Review.
Students with challenging behaviors can put a strain on both teachers and other learners in the classroom. While responding to challenging behavior in an effective and educative manner is critical for successfully teaching school-age children, teachers are often under-trained in evidence-based behav...
| Published in: | Behavioral Disorders Vol. 51; no. 3; pp. 146 - 160 |
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| Main Authors: | , , , |
| Format: | research systematic review tables/charts Journal Article |
| Published: |
Sage Publications Inc.
May2026
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| Online Access: | View this record in EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ccm&AN=192953818&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 192953818 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: dissinfo: jinfo: jid: 01987429 BHD jtl: Behavioral Disorders issn: 01987429 maglogo: Y pubinfo: dt: May2026 vid: 51 iid: 3 pid: 344 pub: Sage Publications Inc. place: Thousand Oaks, California artinfo: ui: 192953818 188162153 192953818 192953818 10.1177/01987429251371075 192953818 ppf: 146 ppct: 14 formats: fmt: – @attributes: type: T – @attributes: type: P tig: atl: Time-Out for Students With Emotional/Behavioral Disorders: A Systematic and Meta-Analytic Review. aug: au: Taylor, Jonte' C. Moohr, Michele L. Ruiz, Salvador Cahill, Alice affil: Pennsylvania State University, University Park, USA sug: subj: Behavioral and Mental Disorders Students with Disabilities Psychosocial Factors Time Education Research Learning Environment Publication Bias Human Female Male Child, Preschool Child Adolescence Systematic Review Meta Analysis Psycinfo ERIC Database Descriptive Statistics Data Analysis Software Confidence Intervals Behavior Therapy Child, Preschool: 2-5 years Child: 6-12 years Adolescent: 13-18 years Female Male ab: Students with challenging behaviors can put a strain on both teachers and other learners in the classroom. While responding to challenging behavior in an effective and educative manner is critical for successfully teaching school-age children, teachers are often under-trained in evidence-based behavior reduction techniques. Timeout (TO) is defined as a behavior reduction strategy that involves removing access to reinforcement and reinforcers. TO procedures have a long history of research regarding its effectiveness and have been used by teachers and other service providers for decades. Furthermore, TO procedures can be categorized into two broad types (exclusionary and non-exclusionary) with a variety of implementation methods for each. This analysis examined published studies on TO and TO procedures for students identified as needing behavioral support. Along with analyzing the published research, we calculated the effect sizes of the TO procedures used for each study using single case research design methodologies (i.e., within-case standard mean difference and between- case standard mean difference) as appropriate and group design methodology (i.e., standard mean difference). We also evaluated publication bias on TO research for students who need behavioral support and analyzed the quality of each included study. Implications for research and practice are discuss. pubtype: Academic Journal doctype: meta analysis research systematic review tables/charts Journal Article ougenre: Article language: English refInfo: holdings: @attributes: islocal: N |
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