| Time-out usually works for most specific behaviors | | | | many autistic children who enjoy being alone in a room, |
| that are unacceptable in children with autism. Many | | | | with no toys, television, digital video discs or videos, |
| parents, teachers, caregivers agree, that putting a child | | | | games and books. For those individuals, to correct or |
| with autism in a time-out zone, is usually effective to | | | | halt their behavior and have them enter a time-out |
| curb their intolerable behavior. | | | | zone, will probably not reduce the unacceptable |
| How long should one keep their child in a time-out | | | | behavior. |
| zone? Experts and parents have found that the | | | | It is important to know and try to understand the |
| average time for the child with autism, depending on | | | | needs of the child with autism and how they react to |
| the severity of the behavior that was initiated, it is wise | | | | time-out. Parents may want to take into consideration |
| not to keep the child in a time-out zone for more than | | | | and try other behavior management, if the time-out is |
| about five to ten minutes. | | | | not being successful. |
| When one decides it is necessary to reduce the | | | | It is imperative for all who are in charge of the child at |
| unacceptable behavior, it is imperative that the time-out | | | | different times of the day, that they are familiar with |
| zone, is clear and empty of toys, television, games, | | | | the various behaviors the child with autism might have. |
| people and anything the child likes, which includes, | | | | For example, temper tantrums, anger outbursts, kicking, |
| parents, teachers, family members and caregivers, | | | | biting, throwing objects, running out of the room into the |
| who are advised to ignore the child that is placed in the | | | | street, and not following instructions. |
| time-out zone. | | | | Parents may want to take into consideration, if the |
| If the child continues to resume the behavior that was | | | | time-out zone is usually the same area, and the child is |
| to be halted, another time-out might be necessary, so | | | | not responding to the time-out, for the behavior that is |
| the individual will understand that he/she, will not | | | | to be reduced or stopped, it might be wise to change |
| continue with the behavior that is intolerable. | | | | the time-out zone to a different area, that is also safe. |
| If the young person starts to cry, kick, act-out in any | | | | Every child is completely different and unique. What |
| other way, it might be wise to extend the time-out to a | | | | might work for one child with autism for behavior |
| longer period of time. That also depends on the level | | | | management, might not work for the other. It takes |
| of the child who has autism. | | | | patience and consistency to be in aware of what |
| One thing to keep in mind and be aware of, is the | | | | works best for behavior management with an |
| time-out behavior management does not always work | | | | individual with autism. Never give up. |
| or is successful for every child with autism. There are | | | | |