The effects of classroom-based time-in/time-out on compliance rates in children with speech/language disabilities
Using a multiple baseline design across subjects, the present study evaluated whether time-in alone (physical touch and verbal praise) versus the combined use of time-in and time-out was a more effective treatment for noncompliance with three children in their classroom setting in a school for children with speech/language disorders. Time-in alone resulted in increases in compliance of 45%, 33%, and 29% above baseline levels for the three students, respectively; the time-in/time-out combined phase resulted in further increases in compliance of 25%, 10%, and 27% above those obtained during time-in alone. Compliance levels were maintained at one-month follow-up for two of the three students. Results are discussed in terms of achieving compliance objectives through the use of exelusively positive procedures.
CHILD & FAMILY BEHAVIOR THERAPY
Tingstrom, D. H.,
(1997). The effects of classroom-based time-in/time-out on compliance rates in children with speech/language disabilities. CHILD & FAMILY BEHAVIOR THERAPY, 19(2), 1-15.
Available at: http://aquila.usm.edu/fac_pubs/5283