+
The
Meditation
Station
The Other Class
Time-Out Procedure
Training School Psychologists to be Experts in Evidence Based Practices for Tertiary Students with Serious
Emotional Disturbance/Behavior Disorders
By Sarah H. Francis
03.17.2010
University of Utah - Department of Educational Psychology
US Office of Education
84.325KH325K080308
GOAL:
this intervention combines
precision requests, problem
solving, other class time-out
procedures and teacher
feedback to reduce
+
disruptive and noncompliant
behaviors
Refer to the “Think Time” manual developed by Nelson and Carr
(1996) for a complete description of a school-wide strategy
involving an interclass time-out procedure.
AGE GROUP:
elementary and secondary
MATERIALS:
debriefing forms and
predetermined classrooms and
desks set up for the Meditation
+ Station (MS)
ADVANTAGES:
provides an opportunity to think
about behavior, teacher
feedback and encouragement
for future behavior
+
Meditation Station - Overview

A time-out procedure involves removing a student from a
reinforcing environment to a less reinforcing environment.

A class time-out procedure removes a student from his or her
own classroom into a different classroom for a limited and/or
predetermined period of time.

Although the Meditation Station is a reductive procedure
(takes something away), it can be effective in reducing
negative verbal interactions and increasing compliance
when used appropriately.
+
Meditation Station - Components

Using the Meditation Station in combination with precision
requests provides an opportunity for the student to think
about their behavior, and provide teacher feedback and
encouragement for future behavior.

The Meditation Station requires cooperation between two or
more teachers. Each teacher participating will designate a
specific area for a student to spend while in time-out (i.e., a
distraction-free desk in the back of the room).
+
Meditation Station - Advantages

Enables the teacher and student to cut off a negative power
struggle or social exchange over disruptive behavior.

Eliminates coercive interactions between teachers and
students.

Initiates a positive social exchange between teachers and
students.

Includes students in the process of addressing their
disruptive behaviors.

Decreases the variability in teacher’s responses to disruptive
behavior.
+
Meditation Station - Steps

Introducing Meditation Station to the class:

Instruction on classroom rules and consequences for misbehavior
needs to be introduced and explained to the class through
discussion and modeling.

Meditation Station is introduced as a consequence that helps
maintain a calm classroom and provides students with a place to
settle down and gain control.

The teacher demonstrates a signal when a student needs to go to
the Meditation Station (e.g. a precision command, a card flip, etc).

Expectations on how students are to leave the classroom and how
to proceed to the designated class are demonstrated.
+
Meditation Station - Steps

Upon arrival to the Meditation Station:

When students arrive at the Meditation Station, they are instructed
to wait at the door until the teacher signals them to enter. It must
be understood that students are expected to enter the classroom
quietly and go directly to the Meditation Station.

During time-out (usually 20-30 minutes) students are expected to
work quietly on their debriefing form. The time-out teacher can
ask the student to describe the problem behavior prior to giving
them the form to complete. Homework may also be provided to
work on during the time-out.
+
Meditation Station - Steps

Exiting the Meditation Station

After the designated time period, or when the student has
completed the debriefing form, the student quietly waits for
directions from the time-out teacher.

When directed, the student returns to class and rejoins the
ongoing class activity.

When convenient, the teacher can go over the debriefing form.

It is important for the student to have an opportunity for positive
reinforcement when he or she returns to class.
+
Meditation Station - Troubleshooting
Preplanned Steps to Follow

Arrange with another teacher to use their classroom

Pick a different grade level classroom (generally, a two
year difference in grade level is best)

Decide on the length of time for the contingency (e.g., 30
minutes)

Have a desk or table set up at which the student can work

Have academic work materials available for the student

Offer to reciprocate by allowing the other teacher to send
time-out students to your classroom
+
Debriefing Form

What was the problem behavior?

Where, when, and why did this problem happen?

What will you do next time instead of this behavior?

What will you do when you finish completing this form?

Do you need to discuss this problem further with someone?
+
Specific Cautions

Be aware of students who may not go directly (or at all) to the
designated Meditation Station.

Have a plan for those students who refuse to work.

Establish a plan for extreme situations when the student’s
behavior escalates when asked to go to the Meditation
Station.

May need an escort to the Meditation Station

May need additional consequences (e.g., minutes of recess,
administrative intervention, etc.)
+
References

Bowen, J., Jenson, W. R. & Clark, E. (2004). School-based
interventions for students with behavior problems. New York:
Springer.

Nelson, J. R., & Carr, B. A. (1996). The think time strategy for
schools. Longmont, CO: Sopris West.

Reavis, H. K., Sweeten, M. T., Jenson, W. R., Morgan, D. P,
Andrews, D. J. & Fister, S. (1996). BEST practices: Behavioral
and educational strategies for teachers. Longmont, CO: Sopris
West.