There are two general release contingency procedures: (a) resetting the time-out duration such that the individual must engage in no problem behavior for an entire time-out interval (e.g., if the time-out interval is 5 min, the individual must remain in time-out until 5 min elapse with no problem behavior) or (b) requiring that no problem behavior occurs for a specified amount of time at the end of the time-out interval (e.g., if the time-out interval is 5 min, the individual may be required to engage in no problem behavior during the final 30 s of time-out or time-out is extended until 30 s elapse with no problem behavior). Release contingencies require that the individual remains in time-out until no problem behavior has occurred for a specific amount of time. MacDonough and Forehand (1973) described eight time-out parameters, one of which was the inclusion of a release contingency.

Time-out commonly is used in schools and homes and has proven to be effective across various topographies of behavior and in many different settings (see Brantner & Doherty, 1983, for a review). Time-out is typically structurally defined as a procedure that involves removing an individual from the reinforcing environment to an austere environment to decrease the future probability of problematic behavior.

Time out corner kid