Consultant's guide for the use of time-out in the preschool and elementary classroom

Turner, Heather Sterling; Watson, T. Steuart

doi:10.1002/(sici)1520-6807(199903)36:2<135::aid-pits6>3.0.co;2-3

Cited by 30 publications

(10 citation statements)

References 74 publications

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“…The literature contains various guidelines for how to implement the most effective time‐out (e.g., Shriver & Allen, ; Sterling‐Turner & Watson, ; Webster‐Stratton, ). However, a time‐out involves multiple components (e.g., form, explanation, release contingencies, and duration), and much variability can exist within each component.…”

Section: Noncompliance In the Preschool Classroommentioning

confidence: 99%

“…Nonexclusion time‐outs can involve the removal of reinforcing activities or objects as well as the removal of reinforcing attention (e.g., contingent observation or planned ignoring) (Carey, ; Harris, ). When administering a time‐out, the least‐intrusive form possible, and the same area, should be used each time (Harris, ; Sterling‐Turner & Watson, ).…”

Section: Noncompliance In the Preschool Classroommentioning

confidence: 99%

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Behavior Management in Preschool Classrooms: Insights Revealed Through Systematic Observation and Interview

Ritz

Noltemeyer

Davis

et al. 2013

Psychology in the Schools

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This mixed methods study examined behavior management strategies used by preschool teachers to address student noncompliance in the classroom. Specifically, the study aimed to (1) examine the methods that preschool teachers are currently using to respond to noncompliant behavior in their classrooms, (2) measure the frequency with which each strategy is used or attempted, and (3) examine the reasons that teachers have chosen to use particular strategies. Observations and teacher interviews were conducted in five classrooms across two preschools located in a Midwest state. Results revealed that teachers use a variety of strategies to address noncompliance, many of which were also preventative in nature and designed to increase students’ self‐regulation. In addition, behavior management techniques that are currently recommended by research (e.g., guided compliance and proximity praise) were generally practiced by teachers in the participating schools. However, students were reinforced for appropriate behavior following noncompliance less than one‐third of the time. These results suggest that teachers are using a broad range of recommended strategies, but the results also serve as a reminder of the importance of providing positive reinforcement for appropriate behavior following an episode of noncompliance. Additional implications for school practitioners and future research are provided.

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Section: Noncompliance In the Preschool Classroommentioning

confidence: 99%

Section: Noncompliance In the Preschool Classroommentioning

confidence: 99%

Behavior Management in Preschool Classrooms: Insights Revealed Through Systematic Observation and Interview

Ritz

Noltemeyer

Davis

et al. 2013

Psychology in the Schools

View full text Add to dashboard Cite

show abstract

“…Decades of research have supported TO as an effective treatment for a wide range of behavioral difficulties, including noncompliance with parental commands Roberts, 1982Roberts, , 1984. Previous researchers have advanced the theoretical position that TO should only be applied to behaviors maintained by access to positive reinforcement (i.e., attention seeking) rather than escape-maintained behaviors (Shriver & Allen, 1996;Sterling-Turner & Watson, 1999;Taylor & Miller, 1997). Although such an argument makes intuitive sense, the possibility remains that with the application of specific procedural variables, TO may prove efficacious when applied to escape-maintained problem behaviors.…”

Section: Discussionmentioning

confidence: 99%

An Empirical Investigation of Time-Out With and Without Escape Extinction to Treat Escape-Maintained Noncompliance

et al. 2007

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The present study evaluates the effectiveness of two time-out (TO) procedures in reducing escape-maintained noncompliance of 4 children. Noncompliant behavioral function was established via a functional assessment (FA), including indirect and direct descriptive procedures and brief confirmatory experimental analyses. Following FA, parents were taught to consequate noncompliance with two different TO procedures, one without and one with escape extinction following TO release. Although results indicate TO without escape extinction is effective in increasing compliance above baseline levels, more optimal levels of compliance were obtained for all 4 children when escape extinction was added to the TO procedures already in place. Results indicate efficacy of TO with escape extinction when applied to escape-maintained noncompliance and are discussed as an initial example of the successful application of TO to behaviors maintained by negative reinforcement.

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“…Because the present investigation uses solely positive management procedures, the following discussion will focus primarily on the more positively oriented antecedent (EID and time-in) and consequent (contingent praise) procedural manipulations. Readers interested in research related to time-out procedures are directed to the following literature on the topic (Brantner & Doherty, 1983; Forehand, 1985; Harris, 1985; Nelson & Rutherford, 1983; Solnick, Rincover, & Peterson, 1977; Sterling-Turner & Watson, 1999; Wilson & Lyman, 1982). Components of the compliance training package used in the present study are based, in part, on procedures described by Forehand and McMahon (1981), Christophersen (1988), and Rhode et al (1993).…”

mentioning

confidence: 99%

The Sequential Introduction of Positive Antecedent and Consequent Components in a Compliance Training Package With Elementary Students

Bellipanni¹,

Tingstrom

Olmi

et al. 2013

Behav Modif

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We evaluated the separate and combined effects of the antecedent manipulations of effective instruction delivery and time-in, as well as the effects of the addition of the consequent manipulation of contingent praise in a compliance training package for four elementary students displaying low levels of compliance. Four teachers were trained to introduce these components sequentially in multiple baseline across-participants designs for each of two pairs of students. All students increased compliance from below 40% during baseline to between 84% and 96% in the final treatment phase. Support was demonstrated for the separate and independent effects of the positive antecedent components of effective instruction delivery and time-in, when used alone and in combination. The addition of contingent praise either increased compliance slightly or maintained it at already high levels. Treatment integrity and implications for practitioners and school personnel are discussed, including the effectiveness and simplicity of these procedures, while also offering positive, non-coercive approaches to increasing student compliance.

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Consultant's guide for the use of time-out in the preschool and elementary classroom

Cited by 30 publications

References 74 publications

Behavior Management in Preschool Classrooms: Insights Revealed Through Systematic Observation and Interview

Behavior Management in Preschool Classrooms: Insights Revealed Through Systematic Observation and Interview

An Empirical Investigation of Time-Out With and Without Escape Extinction to Treat Escape-Maintained Noncompliance

The Sequential Introduction of Positive Antecedent and Consequent Components in a Compliance Training Package With Elementary Students

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