Takes the Trouble out of Time-Outs in your home

Time-Out FactsRESEARCH SHOWS:

• When used properly, Time-Out is one of the most powerful and safest Behaviour Modification/Management tools

• When used properly , Time-Out causes no physical or emotional harm; works on all ages, settings and on most negative/undesirable behaviours

• Time–Out is extensively used in Schools (86%)

BUT

• Time-Out is Very Complex and is MOSTLY MISUSED in homes according to research resulting in ineffective & potentially harmful use.

(Eaves et al., 2005; Ducharme et al., 2000; Erford, 1999; Reid, 1999; Turner & Watson, 1999; Olmi et al., 1997; Reitman and Drabman 1996; McGimsey et al., 1995; Zabel, 1986)

The Trouble with Time-Outs

Why is Time-Out mostly misused in Schools? Scientific Research Identifies the following problems:

Young Children have no real concept of time, thus become pre-occupied with/keep asking ‘when is my time up’ as opposed to

Reflecting. Can lead to frustration/anxiety. Any teacher Interaction is rewarding attention (even negative attention), therefore

counter-productive as it reinforces the undesirable behaviour.

Difficult for children to Reflect upon behaviour during Time-Out unaided given their short attention spans and limited

concentration ability. Without reflecting, there is no learning taking place of vital Behaviour & Consequence connections

as children merely ‘serve time’ in a punitive sense.

If children misbehave during time-out itself (eg shouting), research shows only 1 min. of Extra-Time should be added per

deviation, otherwise Time-Out becomes ineffective. How to add this precisely without teachers interacting/giving attention?

Consistency, Consistency , Consistency is key for time-out to work: how to ensure same minutes and procedures each and every

time? Otherwise, Time-Out is ineffective. Currently no system in place to ensure standardised and accountable Time-Out use.

Solves Kids maps Time-Out progress via feedback (Audio-Visual), freeing them to focus on Reflecting & negates need for any counter-productive teacher interaction/attention.

Solves Various Behavioural Reflection Messages encourage positive cognitive neural pathways in connecting Behaviour with Consequences.

“Think about why you Behaved in this way?”

Solves Remote adds extra 1 min. per deviation precisely during Time-Out without any teacher interaction/attention. Child is informed of penalty on unit and urged to calmly Reflect.

Solves Consistent, Safe & Effective use. Creates necessary distinction between ‘Time-In’ and

‘Time-Out’ environment allowing parents to continue with their activities with minimal disruption.

“Think about why you Behaved in this way?”

Product Features/BenefitsQuality scientific product invented by a Psychologist to meet complex criterion of Time-Outs in a simple press-and-go device for busy modern classrooms

Uniquely encourages positive cognitive learning of Behaviour & Consequence connections during Time-Outs

Behavioural Reflection messages reinforce the existing “4W Forms” already used in schools with Time-Outs

Child-friendly increasingly complex Behavioural Reflection messages according to age. Frequency and Type of Reflection Messages also varies according to related attention / concentration spans of children

Remote has corresponding timer allowing teachers to monitor time-out duration with finish alarm (remote can be worn on chain/ribbon/key-ring etc)

Complete with Headphones for minimal disturbance

Complete with Power lead for mains operation to save on batteries (optional battery use)

Unit is Child tamper-proof, durable and portable