The Effects of Classroom-Based Time-In/Time-Out on Compliance Rates in Children With Speech/Language Disabilities

Authors

Alisa G. Marlow, University of Nebraska Medical Center
Daniel H. Tingstrom, University of Southern MississippiFollow
D. Joe Olmi, University of Southern MississippiFollow
Ron P. Edwards, University of Southern Mississippi

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

Recommended Citation

Marlow, A. G., Tingstrom, D. H., Olmi, D. J., Edwards, R. P. (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: https://aquila.usm.edu/fac_pubs/5283