 I think we'll start this out with a demo. We got a helper chain as you're going to have eight hands. Under my pillow! You grab by the function full of her. We might be wrong. We're buddy, but not always a challenge. We're nervous. Why? What'd I do? What? Two minutes? Another effective timeout environment, don't you think? I know I shouldn't be laughing in timeouts. It's not supposed to be reinforcing, but the kid did the darn good at it. He told me I had to go in for two minutes. He told me what I was doing wrong. He gave me a chance to crack myself. I didn't bother to crack myself. He puts me in timeout. Maybe he experiences this enough. He knows what to do. I don't know. Anyway, so here we go. This is still a type of exclusionary timeout. As you might imagine, it's a partition timeout. Again, kind of mess with him from here. But it's still a partition timeout. Which is a type of exclusionary timeout. It's kind of that mild one. It's an environment. He's still playing this video game. I'm still in the room with him. He can still hear me. I could poke my head over and mess with each other a little bit. But technically, being in timeout, I shouldn't be receiving any other reinforcers at this time. Which was me messing with him while he was playing with this game. Kind of making him mad, I suppose. Don't let me forget to come back to function with regard to timeout. Because it's an important piece. Anyway, so that's enough on exclusionary timeout. So let's just look at the other types of non-exclusionary timeout. So there's several different types of non-exclusionary timeout that we could also use. Now, keep in mind, I think in school settings, they prefer to use non-exclusionary timeout for a bunch of reasons. Number one, the kiddo gets to experience the educational setting. So it's not ethical to always be taking a kiddo out of the educational setting. Now, there's some... because I can see value in it, I cannot. But anyway, schools tend to say, no, kiddos need to be in the academic setting as much as possible. So we can use timeout, but we want to do non-exclusionary timeout. So one of the fun types of non-exclusionary timeout that Jay could have used would be planned ignoring. Now, planned ignoring is useful if I'm engaging in social reinforcers, if I'm talking, if I'm trying to bug him and trying to get his attention type thing. And he just kind of does this. He can kind of turn his back on me a little bit. He can still play his game, but if I'm back there, now I'm not getting any attention from him. So it's a planned ignoring scenario. It doesn't have to be a complete turning your back on somebody, but you can just kind of orient away from them if you will. So that's planned ignoring. The other one, which... there's a bit of history here on our channel, which is kind of funny, but we'll get back to that some other time with some kind of contingent observation. So I was messing with Jake here. He was playing his game, and I was messing with him. He could have said, you know what? I've had enough. You need to go sit over there. I have told you to stop messing with me. You need to go sit down, stay over there, and you can watch me for the next five minutes while I play a game. So contingent observation, right? So I sit over here in the corner away from it. Now, ideally, you wouldn't want me to be able to see the game on the screen because I assume that's kind of reinforcing my video games, which is weird to me, but not weird to everyone else that does it. So as the cameraman effectively blocks my screen, it's a great example of contingent observation where I get to watch Jacob over there having fun playing the game, but I don't get to participate for the next five minutes. Obviously, I'm talking in time out right now. This is not something we would normally allow, but I'm lecturing. So give me a minute, or give me a break. So contingent observation, get kind of moved to the side, if you will. If you don't approve what's going on in the environment, you just don't get to participate. So no fun for you! So no fun for you, you just get to sit and watch everybody else have fun, and that's the type of time now. Let's see what... Oh, we could do... There's a fun one called the time out ribbon, right? So time out ribbons are kind of cool because when you're in the environment, you want to signal to the kiddo that reinforcement is available. So the reason it's available while you're wearing a ribbon, right? So the original experiments with Fox and colleagues was about actually having a ribbon on the kiddo and then to signal that reinforcement is available. Now, there's a couple things I'd like to add to that in a minute, but let me get through the example first, which is so let's assume this is the ribbon. So now, if I'm engaging in inappropriate behavior, teacher comes along and takes off the ribbon. It's nice and easy to see for me that I'm no longer receiving reinforcers. They're not available. The teacher can also see that I'm no longer receiving reinforcers and then once that time out is up, once that time out ribbon, once that procedure is up, okay, a couple of minutes and I can go put the ribbon back on. I'm not going to retie this thing, but you get the idea, right? So now the ribbon is back on, reinforcement is available. That's ugly, I get it, but anyway, so reinforcement is available when the ribbon is on. I tend to like kind of the opposite way. It's the same procedure, but it inverses the stimuli. So if you put the ribbon on when the kiddo is to receive time out, then it reminds you that the regular environment should always be reinforcing, should be highly reinforcing, right? So then when you get the ribbon on, you're going to get time out, right? So that's just another way to do it and it also signals to the kiddo that time out is on when the ribbon is on. So either way works. If you look at Fox and other people that have done studies on that thing, they did it the way I first described it, but it doesn't have to be that way. Just keep in mind that principles work in general, right? You don't have to follow these studies per se. You can test the principles that we know about, so you can use those in different ways. So anyway, that's those two things. The other thing I wanted to remind that I promised you you would remind me about or I asked you to remind me about would be the function. So time out is a great procedure unless the function of behavior is escaped, right? The function that's maintaining the problem behavior is escape from the environment, escape from the demand, escape from the task, escape from the person, escape from whatever you need to escape from, then time out might be highly reinforcing. So please, don't use time out if escape, if the behavior is escaped, maintained, right? So there's also a whole bunch of, a whole slew of other things we can get into with regard to time out, but they're also covered in other places really well. So I just want you to remember a couple of things. Time out from positive reinforcement. Time out while the person is in the environment, you just remove the sources of reinforcers. You can do signal time out or non-signal time out. That's the time out ribbon thing. And let me see what else. Contingent observation. When I was a kid, we had these dump seats, right? So it was called the hot seat. I remember Mr. Mortlock. In fact, Jacob actually had Mr. Mortlock at the same school. Mr. Mortlock used to do this thing where if you were out alive, it was the monkey chair. That's it. So you would sit in the middle of the room because we had our desks in a circle and they were all facing each other. And if you were doing something inappropriate, they would stick you in the middle. And you got to watch everyone else have fun and participate in the class and have Mr. Mortlock. He was an awesome teacher. So it was really exciting, really fun class to be in. So when you got into that environment and you got into that chair, man, that was an awful, awful situation. And I remember being in there two or three times over the course of a year, but it rings, I can tell you when I was in that chair. That's how salient that experience is for me. And that was a long time ago. I'm not going to tell you how old I was. I will tell you that was in fifth grade. So anyway, I think that's enough. We've covered exclusion timeout, non-exclusion timeout and some of the different pieces that go along with that. So keep that in mind as you go out there to try to modify behavior and help people do well in their world. So anyway, I think that's enough. I'm going to go back to video games because that's highly reinforcing to me today. Thank you.