Behavioral interventions that balance structure with autonomy are often the most effective—and acceptable—solutions for children’s challenging behaviors. One such intervention, the Bedtime Pass, was originally developed to address bedtime resistance, such as repeated calling out or leaving the bedroom after bedtime. Since its introduction in the late 1990s, the Bedtime Pass has demonstrated strong reductions in problem behavior while maintaining high parent and clinician acceptability. The behavioral principles underlying the Bedtime Pass have also been successfully extended into school settings through the use of the Classroom Pass, which aims to reduce instructional disruption while allowing for appropriate student breaks.

What Is the Bedtime Pass?

The Bedtime Pass is a behavioral self‑regulation strategy in which a child is given a tangible “pass” each night that allows one excused and appropriate departure from the bedroom after bedtime (e.g., to get a drink of water, use the bathroom, or receive a brief hug). Once the pass is used, it is surrendered to the caregiver, and no additional departures are allowed until morning. If the child does not use the pass, it can be exchanged the following day for a small, meaningful reward (e.g., special time with a parent).

Research Evidence for the Bedtime Pass

The Bedtime Pass was first evaluated by Friman et al. (1999) using an ABAB withdrawal design with two children aged 3 and 10. Results showed that crying out and leaving the bedroom decreased to zero during intervention phases and returned during withdrawal, demonstrating a functional relationship. Research found a reduction in bedtime resistance, including calling out, leaving the room, and prolonged settling time, higher than average acceptability ratings from both parents and pediatricians when compared to extinction (“cry it out”) or co‑sleeping approaches, and minimal emotional distress, as the intervention avoids sudden withdrawal of attention and instead teaches decision‑making and self‑control. The research found positive outcomes across children with typical development and those with anxiety‑related sleep difficulties.

Why the Bedtime Pass Works

The Bedtime Pass is effective because:

1. Children are allowed one sanctioned escape from the bedroom, reducing the motivation to engage in escalating problem behavior. It gives them some power and an out.

2. Keeping the pass and earning a reward reinforces staying in bed.

3. Clear limits and predictability. The pass externalizes the rule (“when the pass is gone, the rule is over”), reducing power struggles.

4. Skill building. Children learn to evaluate need versus want, practicing self-regulation rather than compliance alone.

Adapting the Bedtime Pass to the Classroom Pass at School

In school settings, similar patterns emerge: repeated bathroom requests, leaving class without permission, or disruptive behavior maintained by escape from academic demands. Recognizing this parallel, researchers adapted the Bedtime Pass into the Class Pass Intervention (CPI), which has demonstrated effectiveness in reducing disruptive behavior and increasing academic engagement.

.What Is the Classroom Pass?

A Classroom Pass provides students with a limited number of passes per day or class period that may be exchanged for leaving the classroom. Passes are:

• Pre‑approved (no need to ask verbally)
• Tangible or digital
• Exchanged for brief, expected times for leaving the classroom
• Potentially reinforced if unused

Unused passes may be traded in for a small incentive or recognition, reinforcing sustained engagement in instruction rather than avoidance.

Research Support for Classroom Pass

Research on the classroom pass has shown:

• Decreases in disruptive and escape‑maintained behaviors
• Increases in academic engagement
• High effectiveness for Tier 2 behavioral supports

The classroom pass must be implemented with sensitivity to health needs, particularly for students with medical conditions or bladder health concerns. Research indicates that overly restrictive bathroom policies can contribute to anxiety, constipation, and urinary problems, especially in younger students.

Best Practices for Implementing the Classroom Pass

To mirror the success of the Bedtime Pass, effective Bathroom Pass systems should:

1. Provide sufficient passes initially. Start with enough passes for success, then gradually fade.
2. Allow immediate, calm access. Avoid public denial or discussion when passes are used.
3. Reinforce unused passes appropriately.
4. Honor medical and developmental needs.

The Bedtime Pass is a simple yet powerful intervention grounded in behavioral science. Its success lies in positive caretaker fidelity, teaching self‑regulation, providing a choice, and responsibility. When adapted, the same principles extend naturally into educational environments through the Classroom Pass that can reduce disruption without compromising student dignity or health.

By focusing on structure, choice, and reinforcement, educators and caregivers can address common behavior challenges effectively.