Title

The effects of classroom-based time-in/time-out on compliance rates in children with speech/language disabilities

Document Type

Article

Publication Date

1997

Department

Psychology

Abstract

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.

Publication Title

CHILD & FAMILY BEHAVIOR THERAPY

Volume

19

Issue

2

First Page

1

Last Page

15