Time-in/Time-out as a Response to Noncompliance and Inappropriate Behavior with Children with Developmental Disabilities: Two Case Studies
Time-in and time-out were used to treat inappropriate and noncompliant behaviors in a child with severe language disabilities and a child with a moderate mental disability and cerebral palsy. The target behaviors for Jeremy were compliance with first-time presented teacher instructions, elopement and aggression. Prior to intervention, archival baseline data for Jeremy suggested a compliance rate with teacher directives of approximately 9% and a high frequency of elopement and aggression. Following implementation of a compliance training package, compliance to teacher directives increased to 97% within the first week of intervention and minimal instances of elopement and aggression. Two, 24, and 40-week follow-up compliance checks yielded mean rates of 98%, 99%, and 98% respectively and no elopement or aggression. Reduction in object tossing behaviors was targeted for Jenny. Archival baseline, indicated through parent report, suggested tossing rates of 80% of me times objects were in hand. Frequency of object tossing behavior decreased to a near-zero level during intervention. The use of this intervention package with children in an effort to deter future chronic noncompliance and inappropriate behavior is discussed. (C) 1997 John Wiley & Sons, Inc.
Psychology in the Schools
Olmi, D. J.,
Sevier, R. C.,
Nastasi, D. F.
(1997). Time-in/Time-out as a Response to Noncompliance and Inappropriate Behavior with Children with Developmental Disabilities: Two Case Studies. Psychology in the Schools, 34(1), 31-39.
Available at: https://aquila.usm.edu/fac_pubs/5201