Free-time as a consequence for behavior in classroom settings: A critical review

The Effects of Structured Free-Time on Request Compliance and On-Task Behavior of a Preadolescent with ADHD

“…This study indicates that structured freetime can be an effective way to increase on-task behavior and request compliance from a student with ADHD. It thereby replicates and extends the work of others (Anandam & Williams, 1971, Bording et al, 1984Couch & Clement, 1981;Martin & McLaughlin, 1981;Serna & Osborne, 1993). Finally, free-time effective for a child with ADHD extends the work of Rapport, Murphy, and Bailey (1982).…”

“…Providing structured free-time contingent on task completion of tasks has been found to reinforce target behaviors by positive reinforcement, negative reinforcement, or a combination of both (Serna & Osborne, 1993;Zarconne, Fisher, & Piazza, 1996). Marholin II, McInnis and Heads (1974) found that contingent free-time increased the academic performance of three children with problem behaviors and Mahoney and McLaughlin (1989) were able to reduce verbal and behavioral interruptions in high school students.…”

“…Free-time is a consequence that can be presented at no cost and with little extra teacher effort (Serna & Osborne, 1993). Providing structured free-time contingent on task completion of tasks has been found to reinforce target behaviors by positive reinforcement, negative reinforcement, or a combination of both (Serna & Osborne, 1993;Zarconne, Fisher, & Piazza, 1996).…”