GB2618825A

GB2618825A - A behaviour training aid

Info

Publication number: GB2618825A
Application number: GB2207318.3A
Authority: GB
Inventors: Boakes Alexandra; Popplewell James
Original assignee: Bairns Inc Ltd
Current assignee: Bairns Inc Ltd
Priority date: 2022-05-19
Filing date: 2022-05-19
Publication date: 2023-11-22
Also published as: GB202207318D0

Abstract

A behaviour training aid 1 comprising: a housing 2; a visual display 3 for communicating time remaining during a period of time; and a remote control 4 for controlling the period of time. A user can use the remote control 4 to change the period of time once the period of time has started, and therefore change the time remaining on the visual display. The housing 2 may be a plate, bowl, dish, cup, potty, toilet seat, or may have a time-out timer. The display may be multiple LEDs. The housing 2 may have audible communication means, and may have a sensor.

Description

Intellectual Property Office Application No G132207318.3 RTM Date October 2022 The following terms are registered trade marks and should be read as such wherever they occur in this document: Bluetooth.

Intellectual Property Office is an operating name of the Patent Office www.gov.uk/ipo -1 -

A BEHAVIOUR TRAINING AID

[0001] This invention pertains generally to the field of behaviour training aids, and is concerned particularly, although not exclusively, with training the behaviour of a child when eating, toilet training or during issues with general behaviour.

[0002] It can prove challenging for a parent, guardian or caregiver to manage a child's behaviour when raising or looking after children. Caregivers are often bombarded with information from various sources as to how a child should behave and how to instil that behaviour, with little help and support to put these various suggestions into practice. The source of advice may be virtual, being on the Internet or through social media channels, or it may come from child behaviour experts or teachers, or it may come from well-meaning family members. Often it will be through numerous sources, providing much confusion, and a tendency to try anything, everything, or nothing.

[0003] There are particular pain points experienced by caregivers when caring for, and wanting the best for, the children they are looking after. Mealtimes are one of these pain points. The care provider wants the child to eat the food that is put in front of them, and provides the child with a nutritious meal or snack that has taken time to prepare, covering all required food groups. It can become very frustrating to watch a child fail to eat enough of the meal they have provided, with the parent or carer resorting to bribes, getting impatient with the child, and even perhaps getting angry. The carer is often caught up in a difficult situation, faced with either offering them an alternative meal or snack, or leaving the child to go hungry. The latter often leading to poor sleep patterns for that child, or to poor behaviour. Mealtimes are an area where the child has the control, as they can decide what to put into their mouth, and simply reject any morsels that they -2 -do not wish to swallow. It is one of the first and few areas where the parent must relinquish their own position of authority to the child, despite their natural instinct as caregivers of knowing what is best for the child, which can become very frustrating. This is where the 'power struggle' between parent and child begins, with the child continuously exercising their newfound ability and the parent tying to steer them in the right direction. This can lead to conflict between parent and child, frustrations on both ends and ultimately a negative mealtime experience. Often from a place of love, and wanting the best for a child, carers and parents are instinctively wired to put children's feeding needs as a priority, even if it might lead to negative learned behaviours in the child as a consequence.

[0004] When presented with undesirable behaviour during a mealtime, a parent or carer may try all sorts of ways to encourage the child to eat more of their meal. They may follow suggestions from the various sources of advice, often without success. Their main aim being to ensure that the child eats the desired amount of the food placed in-front of them and behaves properly whilst eating. Typically, the carer is very aware that they need to keep mealtimes a positive experience, and not to lose their cool when the child refuses to eat, eats extremely slowly, rejects food or even spits out food. But they may all too easily fall into the trap of using bribery, threats, or feeling somewhat defeated through the pent-up frustration of the situation. This affects the positive environment and often makes the mealtime a negative experience, and one which the child would rather avoid.

[0005] Other pain points for the parent or carer are toilet or potty training. It is often a similar experience for the parent or carer here too. They want the child to adapt to the desired behaviour, are swamped with so many, often conflicting, suggestions and advice about how to get to that point, and struggle to maintain -3 -positivity and patience during the process. The ultimate aim is to have a child who uses the toilet with minimal accidents, and to be rid of nappies. But the frustration experienced with little to no control over the process can prove very challenging. Potty training is often a difficult and confusing time for a child. The parent or carer wants to reach the end goal as quickly as possible, but they also want to prevent any unnecessary distress along the way. They strive to make it an empowering and positive time for the child as best they can.

[0006] Monitoring the child's behaviour on a more general basis can also prove challenging for the parent or carer. When the child is socialising with siblings or other children, learning to share toys, or even just to coexist without resorting to any poor behaviour, the parent or carer is challenged to control the situation. Different techniques are tried and tested when a child misbehaves to prevent reoccurrence, and often these techniques are trend driven. Currently, and typically, children are placed in 'time out' or taken away from the situation to allow them time to process what happened and re-evaluate their decisions. But the parent or carer must be consistent each time and remain calm and not feel demoralised when it doesn't work and the child misbehaves again. Another scenario where the parent or carer is struggling to remain in control, with often no support or help.

[0007] Children learn from a very early age that misbehaving can get them attention, whether this be in the form of not doing as they are told generally, acting up, or refusing to eat. When these situations occur the child instinctively works out what they can or cannot get away with and so they often flirt with the idea of crossing these imaginative boundaries and lines. The caregiver is then faced with a difficult decision. They can either exercise their authority and 'punish' the child which can result in a distressing environment leading to tears and tantrums, or they can 'give in' to the child, to avoid the outcome of the first -4 -scenario. This classic power struggle is a common occurrence when raising children, and so there is a need for the parent or carer to remain in control whilst allowing the child to feel as if they are too.

[0008] There is a need to help and support a parent or carer with instilling good behaviour in a child at mealtimes, whilst potty training and during other everyday activities when incidences of undesirable behaviour occur. There is a need for the parent or carer to remain in control of the situation at all times, ideally with the child also feeling like they are in control.

[0009] The prior art shows a number of devices which attempt to address these needs in various ways.

[0010] US 2016 353 908 (Tobe3 Int Corp et al) discloses an interactive gaming and dining machine comprising a base, a gaming member and a piece of tableware. The gaming member is connected to the underside of the interactive gaming and dining machine, and the tableware is engaged with the flange of the base. When a parent turns it on and sets the desired duration of the meal time, a series of LEDs flash. When the time is up, the LEDs flash together with music. The children learn to finish their meal within a certain time. The tableware is then removed from the base, and the child can play on the game machine. The gaming and dining machine assists the children to happily have their meals and learn to establish good habits and management of time. Whilst helping to motivate the child to keep eating, this device is more about speed of eating over good behaviour at mealtimes and eating an adequate amount of the food in front of them. Once the timer has been set, the parent cannot change this during the meal should circumstances change. The gaming machine is the reward for the child, but mealtimes can be messy, and having a gaming machine underneath the tableware may cause damage to the gaming machine. -5 -

[0011] US 2018 098 649 (Anatoliy) discloses a meal consumption monitoring and control system. The system comprises a flat profile scale serving as a coaster for a plate, a cup, or a glass that is wirelessly connected to an App run on a mobile device. The mobile application is connected to the accompanying server-side cloud based software application. The method for motivating children to consume a meal in whole and without significant interruptions includes displaying content on the mobile device during the meal, pausing the content when a significant delay is registered in the process, and resuming the content and/or providing certain rewards to the child when the child resumes eating again. The method for automatically controlling the consistency of the eater's nutrition includes collecting meal descriptions and weight data at every mealtime, and storing the collected data on the cloud for further access by their parents/guardians. This device encourages the child to eat all of the food on the plate in front of them, and tracks the nutritional content of their meal, providing rewards for good eating. The software prompts the child to continue to eat their meal, and once running, the parent is not able to intervene, alter the duration, or make any changes to the process according to the child's behaviour.

[0012] GB 2 456 536 (Singh) discloses a timer device to monitor a child in time out', comprising a count-down timer unit that provides a visual indication of time remaining during a time out period; and an audio unit comprising a plurality of pre-recordable voice messages for reinforcing behavioural reflection by the child during the time out period, audibly relaying the messages to the child. The device helps misbehaving children to reflect upon their behaviour during time out by providing pre-recorded messages, accompanied by auditory reminders and visual information of minutes remaining. Whilst this device helps to support the parent or carer during a period of time out, this is predetermined and cannot be changed once the device has been set. -6 -

[0013] Whilst the prior art appears to address the issue of providing encouragement to a child and preventing misbehaviour, addressing the pain point of meal times and managing periods of time-out, they do not allow the parent or carer to individualise any given meal time with their child and adjust their expectations of their child's eating performance accordingly. Whilst the prior art appears to encourage a child to finish everything on their plate in order to receive some form of reward, they do not provide praise or offer any positive reinforcement if the child appears to be trying their best. The prior art cannot be adjusted real-time to meet the needs of the child and the specific situation presented.

[0014] Preferred embodiments of the present invention aim to provide a device for assisting with training the behaviour of a child in certain situations, such as at mealtimes, when potty training, or when undergoing a period of time-out, where the device provides an interactive timer that can be conveniently and secretly controlled by a parent or carer whilst providing clear indication of time remaining to a child. Preferred embodiments also aim to provide a timer device where a time period is adjustable real-time and once an initial preset time period has started, allowing the parent to change the time remaining at any given time, whilst also providing positive reinforcements to the child by showing the elapsed time and/or time remaining, and encouraging a successful training period. Preferred embodiments also aim to remove the power struggle between parent and child, using positive re-enforcement to encourage the child to meaningfully engage with their meal. Preferred embodiments also aim to enable the parent to stay in control, whilst also empowering the child to feel as though they are driving their own mealtime success.

[0015] According to one aspect of the present invention, there is provided a behaviour training aid comprising: a housing; a visual display within the housing -7 -for communicating time remaining during a period of time; and, a remote control for controlling the period of time; wherein: the remote control is configured to change the period of time, such that, in use, a user can change the period of time once the period of time has started, and therefore change the time remaining on the visual display.

[0016] Preferably, the visual display may comprise a plurality of light-emitting diodes.

[0017] Preferably, the visual display may comprise a series of light-emitting diodes configured to illuminate in sequence.

[0018] The illumination sequence of the light-emitting diodes may be sequentially and linearly time related.

[0019] The visual display may comprise a digital display of time remaining.

[0020] The visual display may comprise a screen.

[0021] The housing may incorporate an audible communication means.

[0022] Preferably, the audible communication means may comprise audible communication of time remaining and/or time up.

[0023] The audible communication means may comprise audible instructions.

[0024] Preferably, the remote control may comprise a smartphone or tablet.

[0025] The housing may comprise at least one sensor.

[0026] The at least one sensor may comprise one or more of the following: light dependent resistor, motion sensor, weight sensor. -8 -

[0027] The housing may incorporate a memory configured to store parameters of the user.

[0028] The housing may comprise an item of dinnerware including, but not limited to, a plate, a bowl, a dish, a cup.

[0029] Alternatively, the housing may comprise a sanitaryware item, including, but not limited to, a potty, a potty chair, a toilet seat.

[0030] In a further embodiment, the housing may comprise a time-out timer.

[0031] For a better understanding of the invention and to show how embodiments of the same may be carried into effect, reference will now be made, by way of example, to the accompanying diagrammatic drawings, in which: [0032] Figure 1 shows one embodiment of a behaviour training aid comprising a housing with a visual display, and a remote control for controlling the housing; [0033] Figure 2 shows the behaviour training aid of Figure 1, where the visual display comprises a series of light-emitting diodes; [0034] Figure 3 shows a further embodiment of behaviour training aid where the housing comprises an item of dinnerware, and the visual display comprises a series of light-emitting diodes about the rim of the item of tableware; [0035] Figure 4 shows yet a further embodiment of behaviour training aid where the housing comprises an item of sanitaryware, and the visual display comprises a series of light-emitting diodes about the rim of the item of sanitaryware; -9 - [0036] Figure 5 shows the behaviour training aid of Figure 4 where the item of sanitaryware comprises a potty with removable receptable and a base portion; [0037] Figure 6 shows one possible arrangement of visual display comprising a series of light-emitting diodes about the periphery of the housing; [0038] Figure 7 shows the visual display of Figure 6 with the series of light-emitting diodes and one embodiment of a numerical display; [0039] Figure 8 shows a further arrangement of visual display comprising a series of light-emitting diodes about a side of the housing; [0040] Figure 9 shows a further arrangement of visual display where the visual display portion is removable from the housing for cleaning purposes; [0041] Figure 10 shows yet a further arrangement of visual display comprising a series of five light-emitting diodes integrated within the rim of the housing; and, [0042] Figure 11 shows the housing of Figure 7 with the series of light-emitting diodes and a further embodiment of numerical display within a base of the housing.

[0043] In the figures like references denote like or corresponding parts.

[0044] It is to be understood that the various features that are described in the following and/or illustrated in the drawings are preferred but not essential. Combinations of features described and/or illustrated are not considered to be the only possible combinations. Unless stated to the contrary, individual features may be omitted, varied or combined in different combinations, where practical.

-10 - [0045] Figure 1 shows one possible embodiment of a behaviour training aid 1 shown as a portable unit, comprising a housing 2 with a visual display 3. The visual display 3 is controlled by a remote control 4 that is wirelessly connected to the housing 2 and operatively connected to change the visual display 3. The remote control 4 comprises a timer 5 for timing a required time period selected by a parent or carer. The parent or carer may make changes to this time period once the timer 5 has started, in order to change the visual display 3 accordingly.

[0046] The remote control 4 incorporates a transmitter 6 for wirelessly transmitting a signal to control the visual display 3 within the housing 2. The housing 2 incorporates a receiver] for receiving the wireless signal and changing the visual display 3 according to a signal received.

[0047] The visual display 3 is operatively connected to a battery 8, and operatively connected to the receiver]. The timer 5 is operatively connected to a further battery Sand operatively connected to the transmitter 6. In one possible embodiment, the remote control 4 may incorporate a transmitter or transceiver that wirelessly sends a signal to the housing 2. The housing 2 may incorporate a receiver 7 for receiving a signal from the remote control 4 and a processor for interpreting the signal and changing the pattern of LEDs 9 that are illuminated accordingly. In a linear arrangement of LEDs 9, this may mean that the next LED 9 in the series is illuminated or any number of LEDs 9 can be illuminated as a larger step through the timing process, as instructed by the remote control 4.

[0048] The visual display 3 may comprise an alphanumerical display of one or more digits that can show numbers or letters that are triggered by the remote control 4. This can be used for a count-down or count-up timer 5 at the end of the LED sequence. The visual display 3 can be triggered at any time by the remote control 4 and does not need to follow a strict count-down or count-up protocol. The visual display 3 can show the individual status, error codes or other information, either populated by the processor on the receiver 7 or from the remote control 4.

[0049] The individual LED colour and brightness can be changed by the remote control 4 or there may be a light sensor on the receiver 7 that automatically adjusts the colour or brightness to suit the environment, not shown. The alphanumerical display brightness can also be adjusted by the remote control 4 or by the light sensor.

[0050] The receiver 7 could also be a transceiver that can relay data back to the remote control 4 to give more information on the status of the plate such as user information, use duration and settings, error codes, battery life.

[0051] When the housing 2 is turned on via the on/off switch, a number of LEDs 9 may be illuminated to indicate the power is on and may comprise a colour associated with the battery charge status. For example, green for battery that is 50-100%, orange for 20-50% and red to indicate there is enough battery for one meal left. This status could also be indicated on the housing 2 by the number of LEDs 9 illuminated such as five LEDs 9 for fully charged down to one LED 9 for low battery. This could also be done by letters and numbers on the alphanumerical display 3 for example B, 1 or B, 5 etc. the status could also be transmitted back to the remote control 4 to be displayed.

[0052] Once the behaviour training aid 1 is switched on, a wireless connection may be established. This wireless connection may comprise BluetoothTM connection. This connection may be established by holding down the on/off button for 3-5 seconds. The behaviour training aid 1 then searches for a -12 -connection for pairing and the LEDs 9 are illuminated in a "search mode" flash sequence. Once pairing is established, the LEDs 9 may flash a "connected" sequence for visual confirmation that the connection is made.

[0053] To power off the behaviour training aid 1, the, the on/off switch may be held down for a period of time, say for six seconds. This breaks the BluetoothTM connection and turns off all electronics inside the housing 2.

[0054] The remote control 4 may comprise a smartphone or tablet computer, configured to run an App or computer programme, whereby the App controls the timer 5. A parent or carer can therefore operate the App discretely, without the user of the behaviour training aid 1, or the child, being aware. The parent or carer can control the timer 5 within the remote control 4 which relays the signal of the change to the housing 2, where the visual display 3 is triggered to display the change. The parent or carer, in use, may pre-set the timer with a time period that they believe is suitable for the child to be using the behaviour training aid 1. They may then trigger the start of this time period, with the visual display 3 providing indication that the time period has started.

[0055] The parent or carer may interact with the remote control 4 during the pre-set time period to make changes to this time period as they see fit. They may wish to extend the time period for which the child must make use of the behaviour training aid 1, or they may wish to shorten the time period. They can remotely control the time remaining for the child to be interacting with the behaviour training aid 1 with any changes they make to the remaining time being shown to the child through the visual display 3.

[0056] Figure 2 shows the visual display 3 configured as a series of light-emitting diodes 9 or LEDs within the housing 2. The child can clearly see from the -13 -series of LEDs 9, that are illuminated, or lit and unlit in a sequence, the duration of the time period that remains. The visual display 3 may comprise a daytime or night-time setting, to alter the brightness of the LEDs 9 or alternative visual display 3 such as a screen, according to the surrounding environment. This would allow the visual display 3 to be seen clearly in daylight and at night-time.

[0057] Figure 3 shows the behaviour training aid 1 with housing 2 configured as an item of dinnerware 10. The item of dinnerware 10 shown is a plate or shallow bowl of the type commonly used by a young child or infant. The visual display 3 comprises a series of LEDs 9 within a rim of the dinnerware 10. This series of LEDs 9 may comprise coloured LEDs 9 that display a traffic light system of colours, where the child can understand when to start, with a green LED 9 illuminated, or when to begin to eat from the dinnerware 10, when to wait with an amber LED 9 illuminated, and when to stop eating with a red LED 9 illuminated. The parent or carer can trigger the change of colour of LED 9 being illuminated at any one time through the remote control 4. Alternatively, the colours of the LEDs 9 may indicate the stage through the meal that the child has reached, with stage one LED 9 colour indicating the start of the meal, stage two LED 9 colour indicating the middle of the meal, and therefore visual feedback to the child of their progress, and stage three LED 9 showing the final stage, and that they are nearing the end of the meal or a stage that the parent or carer is content that they have consumed a sufficient amount. This is thought to support the child through each stage of their meal, encouraging them to continue to eat, and providing a sense of achievement and empowerment when they reach the next stage.

[0058] Figure 4 shows the behaviour training aid 1 with housing 2 configured as an item of sanitaryware or a potty 11. The potty 11 incorporates a series of LEDs 9 within the rim. These LEDs 9 inform the child when they must remain -14 -seated on the potty 11, when the time period is nearly finished, and when it has finished and they are free to go. The parent or carer can again discretely change the illumination of the LEDs as required during the time interval.

[0059] For an example the parent or carer may set a time period of 10 minutes in which the child must remain seated on the potty 11. The child may not remain on the potty 11 for long enough, and therefore the parent or carer may which to extend the time period, or trigger a new time period once the child has sat back down. Any change is conveyed to the child through the visual display 3. Or they may wish to shorten the session to encourage the child and effectively train their behaviour.

[0060] Figure 5 shows a further embodiment of potty 11 with removable receptable to contain any waste products, and separate base portion 15 for housing any electronics and the visual display 3. This allows for ease of cleaning of the removable receptable of the potty 11 without coming into contact with the visual display 3.

[0061] Figure 6 shows an arrangement of LEDs 9 that make up the visual display 3 when these LEDs 9 extend about the periphery of the housing 2. The LEDs may be programmed to illuminate in specific sequences and patterns according to instructions received from the remote control 4. For an example, the parent or carer may set a time period in which the child should eat their dinner placed on the plate. They may then start this time period, which triggers the LEDs 9 to illuminate sequentially in the round, through one or more rotations, to signal to the user to begin. The LEDs 9 may remain illuminated, with each LED 9 being unlit after a short time interval. The child has a clear visual indication of how long they have left in which to eat their dinner. Alternatively, the LEDs 9 may be lit up in sequence, and remain lit until the end of the meal, -15 -where when all the LEDs 9 are illuminated the child can visually see that they have reached the end of that meal. This may not be when there isn't any food remaining on the plate. The parent or carer can speed up or slowdown the sequence of LEDs 9 according to the behaviour of the child at any given time. The child may pause eating, get down from the table, or object to eating certain items, and the parent may likewise wish to pause the timer 5, restart the timer 5 or extend the time remaining. The parent or carer can do this discretely, without the child knowing that they have this control, through the remote control 4.

[0062] The parent or carer may wish to speed up the time remaining, and therefore the sequence of LEDs 9 if the child has eaten well, is becoming distressed, or if the pre-set time period is considered to be too long. This can all be controlled in real-time, remotely through the remote control 4, and in direct response to a change in circumstances. The main premise of the behaviour training aid 1 is that the child will begin eating, and as they eat more of their meal the parent will progress the LED's 9 manually, using their App through their tablet or smartphone, with the child believing that they themselves are driving the progress. The child will quickly learn that the inanimate object, or behaviour training aid 1, will only work if they continue to eat. The LEDs 9 will remain in one place if they stop eating. This is designed to empower the child so they physically see the progress they are making, or 'what a good job they are doing' thus encouraging them to eat more, to continue the success they are having of getting closer to the finish line and thus to their treat or reward.

[0063] In a further embodiment, the behaviour training aid 1 will not begin the sequence with the input of a pre-set time period. The device will be switched on and set to operate. Once turned on, the device will automatically display a lighting sequence to indicate that it is being paired wirelessly to the remote control 4. Once a connection is made the first LED 9 light will pulse to indicate -16 -the beginning of the meal. As the child begins to eat and make progress, the LEDs 9 will light up incrementally, wholly controlled remotely by the parent or carer. This remote operation, hidden from the child, will cause them to believe it is their eating efforts that are driving the lighting progress. At any given point during the meal, the child's current position will be indicated by the pulsing light feature. There may be three stages of the LED 9 sequence which will be represented by three different colours. Once the child has progressed to the end of each stage there will be a celebratory light show as encouragement of their advancement. Once they have progressed to the end of the LEDs 9, the parent will then select number 1, 2 or 3 from their remote 4, which will be displayed on the device, indicating to the child the quantity of food left to be consumed in order to be finished. The number will equate to 'number of mouthfuls' and once this number of mouthfuls has been consumed there will be a significant celebratory LED 9 sequence to praise the child and indicate to the child that it is time for their reward.

[0064] Figure 7 shows a similar arrangement of plurality of LEDs 9 about the rim of the dinnerware article 10, also provided with a numerical display 16 that relays a numeral that may comprise a countdown timer, or a stage timer for when a pre-set amount of time has been reached. The numeral may also indicate the number of mouthfuls to be consumed by the child to have eaten enough of the food on their plate, or enough of the different food groups on their plate, as determined by the parent or carer.

[0065] Figure 8 shows a further arrangement of visual display 3 comprising a series of LEDs 9 about a side of the housing 2. This is an alternate means of indicating progress, where these LEDs 9 are configured to project a soft hue or glow from under the dinnerware item 10 shown as lines radiating from the -17 -housing 2. Alternatively, they could be configured to project images or text onto the table top, not shown.

[0066] In Figure 9 the visual display 3 and all accompanying electronics such as the battery 8 and the receiver 7 are removable from the housing 2. Dinnerware items 10 such as plates and bowls are thoroughly washed between uses to avoid the build up of bacteria. Often these items are placed into the dishwasher or immersed in the sink along with various dishwashing detergents. The dinnerware items 10 are therefore dishwasher friendly and microwaveable. Removing the visual display 3 helps to protect the electronic circuitry from these harsh conditions. Alternatively the housing 2 may comprise a waterproof housing 2 to contain the electronic circuitry and the visual display 3, providing sufficient protection during washing, and preventing the ingress of water.

[0067] It is important that the housing 2 and the visual display 3 can be wiped clean, without any small grooves or indents where waste matter can become stuck and accumulate. Sanitaryware articles must also be cleaned thoroughly between uses and it is important that the housing 2 can withstand this cleaning process.

[0068] Figures 10 and 11 show further arrangements of visual displays 3 with Figure 11 showing a numerical display 16 on a screen 14 in a base of the housing 2.

[0069] In a further embodiment, the behaviour training aid 1 may also comprise a time-out timer 12 for timing a session when a user is placed in 'time-out'. In one possible embodiment, the behaviour training aid 1 is configured to show the child their progress, or time lapsed. The time-out timer 12 may also allow the parent to pause the timer, or restart the timer, should the child leave -18 -the time-out position, or if they do not follow specific time-out instructions, such as 'sit quietly'. The time-out timer 12 may comprise a housing 2 with a visual display 3. The visual display 3 is controlled by a remote control 4 that is wirelessly connected to the housing 2 and operatively connected to change the visual display 3. The remote control 4 comprises a timer 5 for timing a required time period selected by a parent or carer that the child must stay in time-out. The parent or carer may make changes to this time period once the timer 5 has started, in order to change the visual display 3 accordingly.

[0070] The time-out timer 12 may also comprise a monitoring device, such as a camera, that allows the parents to remotely view from their smartphone or tablet, the area surrounding the time-out timer 12. This allows the parent to see if their child is remaining in time-out and following any instructions whilst in this location. The parent does not need to be in the vicinity of the time-out timer 12 in order to monitor the behaviour of the child, or to make any changes to the timer 5.

[0071] The time out timer 12 may also incorporate the visual display 3, such as the series of LEDs 9, for articulating to the child the duration of any given time they are placed in time-out. The visual display 3 may incorporate a pre-set, adjustable time period, through the use of colours and milestone displays. For example, the child, once placed in time-out, could use the device as reference to how long they have to stay there. As they make progress of 'calming down', the lights would light up incrementally, so they will see the progress they are making, encouraging them to keep going. The parent may view their progress and/or behaviour remotely through their smartphone and adjust the pre-set time period accordingly.

-19 - [0072] The housing 2 may incorporate one or more sensors 13 to monitor the movements of the child interacting with the housing 2. The sensor 13 may comprise a motion sensor, a light-dependent resistor or [DR, a vibration sensor, a weight sensor, a proximity sensor or any combination of these. Where the behavioural training aid 1 is a plate or bowl, the sensors 13 may monitor movement of the child in relation to the plate or bowl. Alternatively, the sensors 13 may monitor movement of any food placed within the plate or bowl, or in yet a further embodiment, the sensors 13 may monitor a change in weight of the food items within the plate or bowl. This data may be stored within the housing 2 in a form of memory, or transmitted back to the remote control 4, where the housing 2 incorporates a transmitter or a transceiver in order to transfer this data. This data may automatically control the visual display 3, making changes to the time remaining according to the child's performance. Or it may be stored within the remote control 4 in a form of memory, where the parent can access a profile for a specific child that sets out their performance with the behaviour training aid 1.

[0073] Where the remote control 4 comprises a tablet or smartphone, or similar device that runs an App or Application, the memory within the App may incorporate a data store to store various data for each child. Each child would be established as a 'user' with required information such as their date of birth, their gender, ethnicity, any allergies, and further perhaps optional entries for their height and weight, building up a set of 'user parameters' for each user. The App would store the duration for each meal that the child undertakes, from when the behaviour training aid 1 is started, right through to when the dining process has been completed. Likewise the store can automatically log their potty training performance, or their time-out performance, depending on the behaviour training aid 1 being used.

-20 - [0074] At the end of the meal the parent or carer may be provided with an option to add notes regarding a specific meal, or even to vote on the success of the meal out of 5 stars. The App may allow the parent or carer to take a photo of the meal. It is thought that by harnessing this data, this would lead to an analysis of which meals typically result in a good meal time. This photographic evidence may also be used by the parent or carer as a reference point or as inspiration for what to prepare for that child another time. This Machine Learning or Artificial Intelligence will help with harvesting the bigger picture of global mealtime performance based on age, gender, ethnicity and other parameters.

[0075] The App may act as a food diary so that the parent or carer can track exactly how long their 'rated 5 star' most successful meals took against how long their 'rated 1 star' meals took, or similar. They can view past performance of their child's mealtimes, reminding them what previously worked and what didn't, and allow for comparisons with other children, within the family, or other predetermined groups. The App may provide prompts and suggestions for how they might improve mealtimes for their children when using the behaviour training device 1, such as different tactics to try when engaging with their child, and different recipes. This food tracker can also be used to detect allergies or intolerances and allow parents to monitor how some foods may affect mood and behaviour. The App will provide various forms of feedback, and algorithms to process and handle the data, with displays in graphical form. The App may be linked to an online or virtual forum feature, whereby parents can connect with each other, compare results, share meal ideas, and offer advice and support to others.

[0076] By including within the store specific data about each child and each meal consumed, and tracking the various meals consumed against time taken to consume, a database of food and mealtime successes at different ages will be -21 -generated. User parameters such as date of birth, gender, ethnicity, will allow historical data to be collected and harvested, and allow for far greater comparisons of performance and experience at meal-times across a global user network.

[0077] Where the housing 2 comprises a potty 11, the at least one sensors 13 may detect when the child is seated on the potty 11, or when they have stood up from the potty 11, and make changes to the time remaining and therefore the visual display 3 accordingly. These sensors 13 may comprise a motion sensor, or a light dependent resistor within the seat of the potty 11. The potty 11 may also incorporate sensing means to detect a successful deposit within the waste receptable of the potty 11, even perhaps activating an LED 9 display to engage with the child and help to celebrate a successful outcome.

[0078] The housing 2 may incorporate audible means to communicate with the child, alongside the visual display 3. The audible means may comprise a speaker within the housing 2, not shown. Audible alerts may help to encourage the child through various pre-set or prerecorded messages, musical tunes or tones.

[0079] Should the child undertake a successful session with the behaviour training aid 1, the parent or carer may pair this with a desirable experience for the child. For an example, the parent or carer may reward the child with a dessert or fun activity. This helps to instil a positive association with completing the meal for the child so that they learn to be more independent during the eating process and less reliant on the parent or carer to make decisions.

[0080] The product is intended to be discreetly controlled by the parent or carer so that it is to be understood by the child that it is the behaviour training -22 -aid's 1 'word' when the meal is finished. It will allow flexibility around the decision of when the meal is deemed to be finished by the parent or carer. This is intended to account for external variables which could affect the child's eating 'performance' such as how desirable the particular meal is to the child or whether the child is tired, or perhaps unwell, without undermining the message of the product.

[0081] In a further embodiment the behaviour training aid 1 may comprise a standalone item representative of a figure or character, that is placed beside a child whilst they are eating, using a potty, or as a time-out timing device.

[0082] In this specification, the verb "comprise" has its normal dictionary meaning, to denote non-exclusive inclusion. That is, use of the word "comprise" (or any of its derivatives) to include one feature or more, does not exclude the possibility of also including further features. The word "preferable" (or any of its derivatives) indicates one feature or more that is preferred but not essential.

[0083] All or any of the features disclosed in this specification (including any accompanying claims, abstract and drawings), and/or all or any of the steps of any method or process so disclosed, may be combined in any combination, except combinations where at least some of such features and/or steps are mutually exclusive.

[0084] Each feature disclosed in this specification (including any accompanying claims, abstract and drawings), may be replaced by alternative features serving the same, equivalent, or similar purpose, unless expressly stated otherwise. Thus, unless expressly stated otherwise, each feature disclosed is one example only of a generic series of equivalent or similar features.

-23 - [0085] The invention is not restricted to the details of the foregoing embodiment(s). The invention extends to any novel one, or any novel combination, of the features disclosed in this specification (including any accompanying claims, abstract and drawings), or to any novel one, or any novel combination, of the steps of any method or process so disclosed.

Claims

CLAIMS1. A behaviour training aid comprising: a housing; a visual display within the housing for communicating time remaining during a period of time; and, a remote control for controlling the period of time; wherein: the remote control is configured to change the period of time, such that, in use, a user can change the period of time once the period of time has started, and therefore change the time remaining on the visual display.
2. A behaviour training aid according to claim 1, wherein the visual display comprises a plurality of light-emitting diodes.
3. A behaviour training aid according to claim 2, wherein the visual display comprises a series of light-emitting diodes configured to illuminate in sequence.
4. A behaviour training aid according to claim 3, wherein the sequence is sequentially and linearly time related.
5. A behaviour training aid according to any of the preceding claims, wherein the visual display comprises a digital display of time remaining.
6. A behaviour training aid according to any of the preceding claims, wherein the visual display comprises a screen.
7. A behaviour training aid according to any of the preceding claims, wherein the housing incorporates an audible communication means.
8. A behaviour training aid according to claim 7, wherein the audible communication means comprises audible communication of time remaining.
9. A behaviour training aid according to claim 7, wherein the audible communication means comprises audible instructions.
10. A behaviour training aid according to any of the preceding claims, wherein the remote control comprises a smartphone or tablet.
11. A behaviour training aid according to any of the preceding claims, wherein the housing comprises at least one sensor.
12. A behaviour training aid according to claim 11, wherein the at least one sensor comprises one or more of the following: light dependent resistor, motion sensor, weight sensor, proximity sensor, vibration sensor.
13. A behaviour training aid according to any of the preceding claims, wherein the housing incorporates a memory configured to store parameters of the user.
14. A behaviour training aid according to any of the preceding claims, wherein the housing comprises an item of dinnerware including, but not limited to, a plate, a bowl, a dish, a cup.
15. A behaviour training aid according to claims 1 to 13, wherein the housing comprises a sanitaryware item, including, but not limited to, a potty, a potty chair, a toilet seat.
16. A behaviour training aid according to claims 1 to 13, wherein the housing comprises a time-out timer.
17. A behaviour training aid as hereinbefore described with reference to the accompanying drawings.