Comparison of Response Cost and Timeout in a Special Education Setting

Gresham, Frank M.

doi:10.1177/002246697901300211

Cited by 19 publications

(2 citation statements)

References 18 publications

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“…Usually, the withdrawal of materials is accompanied by the removal of adult attention (Wolery et al, 1988). In earlier studies, withdrawal of materials (i.e., loss of tokens) was shown to be as effective at reducing noncompliance as using an inclusion time-out procedure (Contingent Observation) with students with mental retardation (MR; Burchard & Barerra, 1972;Gresham, 1979).…”

Section: Inclusion Time-outmentioning

confidence: 99%

Using Time-Out Effectively in the Classroom

Ryan¹,

Sanders²,

Katsiyannis³

et al. 2007

TEACHING Exceptional Children

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Section: Inclusion Time-outmentioning

confidence: 99%

Using Time-Out Effectively in the Classroom

Ryan¹,

Sanders²,

Katsiyannis³

et al. 2007

TEACHING Exceptional Children

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“…Specific praise directed to a child immediately after a desirable behavior has occurred tends to provide the strongest results. Other studies have used reinforcement procedures to reduce the frequency of negative social behaviors, and these effects were found to maintain over time (Gresham, 1979;Jones & Miller, 1974;Pinkston, Reese, LeBlanc, & Baer, 1973).…”

Section: Social Skills Trainingmentioning

confidence: 99%

Supporting the development of socially rejected children

Bullock

1991

Early Child Development and Care

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Decreasing noncompliance in a severely multihandicapped child

Schoen¹

1986

Psychol. Schs.

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The noncompliant behavior of a severely multihandicapped 6-year-old boy was modified through systematic manipulations of an instructional antecedent. Responding to teacher requests within 5 seconds was measured under three conditions: decreased rate of commands, increased rate of commands, and unconditional rate of commands, coupled with contingent consequation. A multielement design was employed to evaluate differential effectiveness. Increasing the density of instructional commands and reinforcing discrete compliant responses was found to be the most effective treatment package for controlling behavior. Commands issued at a frequent and consistent pace reduced inappropriate responding to zero, suggesting the viable potential of this antecedent as a variable in programming for noncompliant children.Noncompliance refers to failure to comply with an instruction and is noted if: (a) no response is forthcoming, (b) no response is initiated within a prespecified time, or (c) some other, nonrequested behavior is performed. Noncompliance is frequently identified as a misbehavior that presents educators and trainers with serious management control problems. Wehman and McLaughlin (1979) reported in a survey of teachers of 145 severely and profoundly handicapped students that noncompliance was designated as the most prevalent behavior problem in both public and residential school students.Numerous research studies have addressed methods and procedures to establish or enhance appropriate responding in noncompliant individuals. Some researchers have focused upon positive reinforcement procedures for controlling behavior. have served as positive approaches to effect increases in compliance in the absence of aversive controls of behavior.Proportionately more researchers have incorporated negative deterrents for noncompliance with positive reinforcement of compliance as a means of managing behavior ) have been employed effectively to decrease noncompliant responding.Research relating to the issue of noncompliance has revealed extensive emphasis upon the manipulation of consequential events rather than antecedent events. While consequences serve to accelerate or decelerate behavior, antecedents facilitate or elicit desired behavior (Berman, 1973). Antecedents, therefore, may provide a vehicle by which skills are developed and misbehaviors are concurrently diminished.The systematic manipulation of one antecedent, instruction, has demonstrated promising results. Baron, Kaufman, and Stauber (1969) examined the differential effects of Reprint requests should be sent to Sharon F. Schoen, 3251 Disston St., Philadelphia, PA 19149. 'This paper contributed to the research component of Project MHSH, a USOE grant, BEH #G008101883, awarded to Lehigh University. and oppositional behavior of children.

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Comparison of Response Cost and Timeout in a Special Education Setting

Cited by 19 publications

References 18 publications

Using Time-Out Effectively in the Classroom

Using Time-Out Effectively in the Classroom

Supporting the development of socially rejected children

Decreasing noncompliance in a severely multihandicapped child

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