meout, the teacher would need to become aware of events leading to the escalation of unwanted behaviors and deal with underlying issues. While overuse may not result in punishment, it fails to address the needs of the child and will eventually become ineffective (Delaney, pp. 56-58).
Standards for timeout are a consideration in a school setting. For example, they may include state policy, court litigation, and accreditation standards regarding this procedure as a "behavior management strategy in special educational programs" (National Association of State Directors of Special Education [NASDSE], 1991, p. 1). These standards concern timeout rooms that may be locked and requirements for supervision during the timeout period. Most states leave the development of these standards to local education agencies and most agree that timeout rooms should not be locked and that the child should be continually observed while in timeout. It
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