Pull out the classroom is an intervention used as a part of classroom management to deal with problem behaviour. In spite of the popularity this technique can be difficult to implement. There is concern over using time-out because: -it is seen as a more restrictive form of behaviour management; -it demands resources or personnel to implement and supervise individuals in timeout; -and it has been used inappropriately and ineffectively. Sometimes it seems that students like to be removed and other times pupils feel that they are punished when they have to leave the classroom. School class removal is often employed as a short-term means for preventing escalation of problem behaviour or for removing the reinforcers that are maintaining the student's problem behaviour. We distinguish four concepts concerning removal: 1. Behaviourists know pull out the classroom as time-out. A pupil has to leave the classroom for time-out from positive reinforcement. The problem behaviour decreases and stops (extinction). 2. The competence model learns how to behave appropriately. Misbehaviour is often the result of specific skill deficits. Outside the classroom the student may think about better behaviour and makes a plan. In case the student needs help, a teacher or counsellor teaches correct classroom behaviour. 3. Sometimes problem behaviour is consequence of a disorder and pull-out isn't effective. Then a therapist or the school psychologist can intervene to change behaviour. All three concepts have in common that the student has to change his behaviour. The problem will be solved when the pupil has changed. 4. The ecological perspective no longer focuses on the pupil, but shows that behaviour is a function of the interaction/transaction between person and environment. Problem behaviour in the classroom is a behaviour depending upon student and teacher characteristics and the relationship among these variables. The way to deal with problem behaviour is that teacher and student work together to realistic goals, which both participants really agree. The intervention in which the student is outside the classroom and (as well the student as the teacher) can calm down and make plans, we call 'switch'. After the study of literature, quantitative research (Mixed Methods Research Model, MMRM) was done* on schools for special educational needs (called: Regionale Expertise Centra) about the factors that influence time-out or switch: -For what reason teachers pull out students? -What procedure makes it an effective intervention? -Why do some teachers often pull out pupils and others don't? These questions are made operational in a questionnaire for teachers (N=122), who filled them in during two months for their students (N=766) when pulled out. They reported 397 removals from their classes for Special Educational Needs and 292 questionnaires contained useful information. Only a part of the teachers (N=49) removed students, 60% solves problem behaviour in class. Remarkable is that two teachers were responsible for 25% of the removals (N=73); and only half a percent of the students was responsible for 22% of the pull-outs. 5 Students were pulled out more then 10 times. Multivariate analysis proves a correlation between the number of removals, the process outside the classroom and the teacher reaction when the student re-enters the classroom. Study of documents and interviews in the schools tell us about differences between schools and teachers who all teach students with problem behaviour. More information about the research design and the results will be presented in a paper at the conference.