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Time‐in/time‐out as a response to noncompliance and inappropriate behavior with children with developmental disabilities: Two case studies
Author(s) -
Olmi D. Joe,
Sevier Robert C.,
Nastasi Deborah F.
Publication year - 1997
Publication title -
psychology in the schools
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.738
H-Index - 75
eISSN - 1520-6807
pISSN - 0033-3085
DOI - 10.1002/(sici)1520-6807(199701)34:1<31::aid-pits4>3.0.co;2-y
Subject(s) - aggression , psychology , intervention (counseling) , compliance (psychology) , cerebral palsy , time out , multiple baseline design , developmental psychology , clinical psychology , psychiatry , social psychology , psychotherapist
Time‐in and time‐out were used to treat inappropriate and noncompliant behaviors in a child with severe language disabilities and a child with a moderate mental disability and cerebral palsy. The target behaviors for Jeremy were compliance with first‐time presented teacher instructions, elopement and aggression. Prior to intervention, archival baseline data for Jeremy suggested a compliance rate with teacher directives of approximately 9% and a high frequency of elopement and aggression. Following implementation of a compliance training package, compliance to teacher directives increased to 97% within the first week of intervention and minimal instances of elopement and aggression. Two, 24, and 40‐week follow‐up compliance checks yielded mean rates of 98%, 99%, and 98% respectively and no elopement or aggression. Reduction in object tossing behaviors was targeted for Jenny. Archival baseline, indicated through parent report, suggested tossing rates of 80% of the times objects were in hand. Frequency of object tossing behavior decreased to a near‐zero level during intervention. The use of this intervention package with children in an effort to deter future chronic noncompliance and inappropriate behavior is discussed. © 1997 John Wiley & Sons, Inc.