to have a place away from the group (e.g. at the back of the room) where a student could go when a crisis occurred, i.e. they exhibited disruptive or noncompliant behavior, and sit and compose themself and then return to the group when the crisis had passed.
The idea of a place to take a ôtime-outö is also explored by Costenbader and Reading-Brown (1995). A time-out can consist of: removal of social attention; contingent observation, with the student watching from the periphery but not participating in group activities; exclusion time-out, when a student is removed from the reinforcing environment, and sits in the corner of the room; or removal from the classroom altogether and staying alone in
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