Time-out procedures include isolation; exclusion; contingent observation; removal of the reinforcing stimulus conditions; and ignoring/extinction. Each has its advantages and disadvantages and optimal applications. Exclusion, isolation, and contingent observation are similar time-out practices because they all involve removing the child from the rest of the classroom or from the trigger situation. Exclusion entails placing the child in a separate corner in the same room, where he or she is unable to witness or participate in the regular activities. Contingent isolation is similar to exclusion, but the child is permitted and encouraged to see and observe the other children. Isolation involves physically removing the child from the situation and placing him or her in a separate room altogether, truly isolated from his or her peers. All of the exclusionary time-outs allow the rest of the classroom to function normally once the disruptive child has been extricated. Moreover, the time-out may afford the child time to spend with a supervisor or teacher who can encourage the child to develop alternative coping skills. However, exclusionary tactics will not work with children who sought to be excluded from the classroom. Exclusionary time-outs can also be humiliating or embarrassing for the child, especially contingent isolation, and may adversely impact the child's future socialization.

             Non-exclusionary time-out tactics include ignoring and removing the stimulus. Non-exclusionary time-outs are less severe than those that remove the child. For example, teachers and peers will not offer any positive or negative reinforcement for the undesirable behavior; the child is summarily ignored with the goal of extinguishing the behavior. Alternatively, removing the reinforcing stimulus conditions involves removing any items that triggered the undesirable behavior. The advantages of these types of time-outs are that they do not exclude the child from the rest of the class and enable the child to develop positive social and emotional coping skills.