| Abstract: | This article focuses on the use of “timeout” as a classroom behavior modification technique, examining whether or not the counselor should suggest its use in a given situation and how to insure its maximal effectiveness once it has been chosen as an appropriate procedure. The authors present some questions to be considered when deciding whether or not to use timeout and give guidelines for its best use. The questions and guidelines are presented in a flow chart format in order to facilitate easy and quick use by practitioners. |
