A systematic review of signaling in delayed timeout in school settings with children who have emotional difficulties
A systematic review of signaling in delayed timeout in school settings with children who have emotional difficulties

Summary/Abstract: A Systematic Review (SR) to examined the efficacy of delayed punishment as it has been a naturally occurring event in school discipline procedures (e.g., withhold recess until work is completed, a fight leads to suspension, etc.). A gap in relevant literature was discovered on the use of delayed punishment and signals in delayed timeout. Teachers who implemented delayed timeout reported it to be an ineffective procedure due to their own failure to use signals. Boolean searches were used with relevant terms and regrouped and searched within databases and other sources. The PRISMA Statement followed with results that were also reported in a PRISMA flow diagram. Results supported delayed timeout as an effective technique for reducing disruptive and aggressive problem behaviors in school settings such as the playground and classroom settings. The authors conclude that delayed timeout when implemented correctly, with signaling, can effectively reduce disruptive behavior and achieve inclusion.

• Details
• Contents