Can you write a reply to this statement: I also thought about how time-out would work for my student as a behavior reduction strategy. If the reinforcer is, in fact, attention, this would entail either removing the student from his classmates/environment who are giving him attention or somehow removing his peers from him. This would then likely need to involve either sending the student out of the classroom (i.e. work in the hallway or another space away from peers) or somehow separate him from other students within the classroom (i.e. move his seat away from all the other kids). Contingent observation or exclusion time-out could be used here. Supervising the student if he were to be out of the classroom would also be an issue as he does not have an IEP so there is so other adult available to supervise him, unless I were to call for the principal or counselor (if they were even available) and this would generally only be under more extreme circumstances. While this would be removing the reinforcer, it would be isolating the child and excluding him from his peers, feeling much more like a punishment. It's also possible that if I only separated them in the room, his behavior would escalate as he would need to work harder to get the attention of others. I could address this with ignoring and other strategies, but I would prefer to try the previously mentioned strategies (differential reinforcement and extinction) first before resorting to time-out. A nonexclusion time-out could