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

Marlow, Alisha Gray; Tingstrom, Daniel H.; Olmi, D. Joe; Edwards, Ron P.

doi:10.1300/j019v19n02_01

Cited by 13 publications

(26 citation statements)

References 35 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…The current study also adds to evidence provided by other researchers (e.g., Ford, 1997;Marlow, 1996Marlow, /1997Marlow et al, 1997) that substantial improvements in child compliance can be obtained using EID and TI either alone or in combination. Achieving treatment goals using positive procedures rather than negative (e.g., TO) is a desirable objective (Sidman, 1993) and worthy of future research efforts .…”

Section: Future Researchsupporting

confidence: 77%

“…Achieving treatment goals using positive rather than aversive (e.g., time-out) procedures is a desirable objective (Sidman, 1993) and worthy of future research efforts. The use of time-in (TI) plus an alternative procedure such as teaching parents and teachers how to deliver instructions effectively may be one way to increase compliance through the exclusive use of positive procedures (Marlow, Tingstrom, Olmi, & Edwards, 1997).…”

mentioning

confidence: 99%

“…The positive treatment components of effective instruction delivery (EID) and TI have been used successfully to increase compliance in children (Ford, 1997;Marlow, 1996Marlow, /1997Marlow et al, 1997;Schutte & Hopkins, 1970). Ford (1997) described EID as consisting of the following components: (a) gaining eye contact through the ''look at me'' command (Hamlet, Alexrod, & Kuerschner, 1984), (b) providing contingent praise for eye contact (Becker, Engelmann, & Thomas, 1971), (c) delivering the instruction in close proximity (Lovaas, Berberich, Perloff, & Schaeffer, 1967;Rhode, Jenson & Reavis, 1995), (d) stating the instruction descriptively and as a directive (Elrod, 1983;Forehand & McMahon, 1981;Golly, 1995;Peed, Roberts, & Forehand, 1977), (e) allowing for a 5-second wait period for a response (Forehand, 1977;Forehand, Gardner, & Roberts, 1978;Forehand & McMahon, 1981;Rhode et al, 1995;Roberts, McMahon, Forehand, & Humphreys, 1978), and (f) providing contingent praise for compliance (Russo, Cataldo, & Crushing, 1981).…”

mentioning

confidence: 99%

See 2 more Smart Citations

Generalization of a Positive Treatment Package for Child Noncompliance

Benoit

Edwards

Olmi

et al. 2001

Child & Family Behavior Therapy

Self Cite

View full text Add to dashboard Cite

Using a multiple baseline across 3 mother/child dyads, a treatment package containing only the positive components of effective instruction delivery (EID) and time-in (TI) is shown to be effective in achieving acceptable levels of child compliance in clinic and home settings. Mothers were able to master the components of both EID and TI in the clinic. Skill mastery in the home increased for EID, but varied for TI. The potential benefit of additional programming to facilitate generalization of parent skills to the home is discussed.

show abstract

Section: Future Researchsupporting

confidence: 77%

mentioning

confidence: 99%

mentioning

confidence: 99%

See 1 more Smart Citation

Generalization of a Positive Treatment Package for Child Noncompliance

Benoit

Edwards

Olmi

et al. 2001

Child & Family Behavior Therapy

Self Cite

View full text Add to dashboard Cite

show abstract

“…For purposes of this investigation, EID consisted of delivering instructions (a) with demanded eye contact, (b) in close proximity to the child, (c) as a directive statement, (d) with descriptive wording, and (e) allowing a 5 s wait period following the command for response initiation. TI, first introduced by Solnick et al (1977) as an antecedent procedure, refers to the attention a child receives in the form of verbal praise, smiles, and appropriate physical contact contingent on generally appropriate behavior (Christophersen, 1988;Marlow, Tingstrom, Olmi, & Edwards, 1997). In this study, TI is conceptualized as an antecedent procedure (to compliance), and to distinguish it from the consequent manipulation of CP, it is not given for compliance.…”

mentioning

confidence: 99%

Positive Antecedent and Consequent Components in Child Compliance Training

et al. 2008

Self Cite

View full text Add to dashboard Cite

This study evaluates the effects of positive antecedent (effective instruction delivery and time-in) and consequent components (contingent praise) on the compliance of 4 children in a clinic setting. Results suggest that the use of effective instruction delivery alone increased compliance above baseline levels for the 4 children and that the additions of time-in and contingent praise further increased compliance for 3 of the 4 children. All three positive treatment components resulted in compliance greater than 80% for all children. Compliance levels were maintained at 1-month follow-up for 2 children. Results are discussed in terms of the benefits to using all of the positive components in compliance training.

show abstract

“…Timeout's effectiveness has also been demonstrated in a variety of settings. A few include psychiatric hospitals (e.g., Bostow & Bailey, 1969;Burchard & Barrera, 1972;McGuffin, 1991), classrooms (e.g., Huguenin, 1981;Marlow, Tingstrom, Olmi, & Edwards, 1997;Wilson, Robertson, Herlong, & Haynes, 1979), and outpatient or clinic settings (e.g., Everette, Olmi, Edwards, Tingstrom, Sterling-Turner, & Christ, 2007;Warzak & Floress, 2009).…”

mentioning

confidence: 99%

Evaluating Treatment Integrity Failures during Timeout from Play

Foreman¹

View full text Add to dashboard Cite

Evaluating Treatment Integrity Failures during Timeout from Play Apral P. Foreman Timeout is an effective behavior-reduction strategy with considerable generality. There are several recommendations about how to implement timeout. However, little research has investigated how timeout is implemented under natural conditions, or how timeoutimplementation errors impact its effectiveness. Thus, our study attempted to address two aims. The first aim was to observe how teachers implemented timeout with their students. To address this aim (Experiment 1), we completed naturalistic observations of teachers who were implementing timeout during play. We collected data on how frequently the teachers implemented timeout following problem behavior (omission integrity), and how frequently teachers implemented timeout following responses not targeted for timeout (commission integrity). Experiment 1 data showed that teachers rarely implemented timeout; when the teachers did implement timeout, they often did not follow the timeout parameters specified initially. The second aim was to evaluate what effects inconsistent timeout implementation has on student behavior. To address this aim (Experiment 2), we evaluated the effects of inconsistent timeout on rates of problem behavior. Specifically, we used a reversal design to compare implementation of timeout at 0%, 100%, and reduced integrity (e.g., 11% integrity). The specific level of integrity implemented during the reduced-integrity phases was based upon the omission integrity observed for each student during Experiment 1. The data from Experiment 2 showed that timeout implemented with high integrity decreased problem behavior for two of four students. For one student, reduced-integrity implementation also decreased problem behavior. Due to low rates of problem behavior and participant attrition, three of four participants did not complete Experiment 2. Although our conclusions are limited, these data allowed us to make clinical recommendations about how the teachers should implement timeout with their students. Our results also have important implications for the application of timeout in schools and for future research.

show abstract

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

Cited by 13 publications

References 35 publications

Generalization of a Positive Treatment Package for Child Noncompliance

Generalization of a Positive Treatment Package for Child Noncompliance

Positive Antecedent and Consequent Components in Child Compliance Training

Evaluating Treatment Integrity Failures during Timeout from Play

Contact Info

Product

Resources

About