The point of the article is made near the end, which is to use less time-outs (which should still be used, as a time of reflection), and more "time-ins", which is apparently teaching your child about emotional events as they occur through the day. Based on the examples given, I would guess "time-in" is something we already do with our kids; it's just talking over events like "Wasn't it funny when Sarah sneezed milk out her nose?" Then listening to our kids tell their version. The new thing is to somehow "teach" them what that emotion means. I'm OK with a psych doing research that confirms common parental practices work, but there was a lot of vague hand-waviness about "teaching" emotions, and they skimmed over the fact that once a child is in school or daycare, the majority of their daily events aren't shared with their parents. Discussing such events therefore requires discovering them, which is difficult when the response to "How was your day at school?" is a terse "Okay".
PS: I actually read through TFA, which was rather long and filled with the author's opinions more than the psych's study results and opinions.. I don't recommend reading the article by the way, it was a lot of filler text with very little discussion of the main topic. It could use an editor's review - for example, it alternates between "time-out" and "timeout". Plus the title is misleading - it explicitly says time-ins aren't a counter-point to time-outs, it simply encourages that time-ins be added to the daily routine.