Author： Grskovic Janice A. Hall Arlene M. Montgomery Donna J. Vargas Andres U. Zentall Sydney S. Belfiore Phillip J.
Publisher： Springer Publishing Company
ISSN： 1053-0819
Source： Journal of Behavioral Education, Vol.13, Iss.1, 2004-03, pp. : 25-36
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Abstract
This study assessed the impact of a class-wide time-out/re-directing strategy on (a) the frequency of teacher-assigned time-outs and (b) the time students spent in disciplinary sanctions. Twelve students with emotional/behavioral disorders, enrolled in a self-contained elementary classroom were taught an alternative time-out strategy (Active Response Beads-Time Out), while teachers were taught a re-directing strategy, in an attempt to decrease the amount of student's time spent in time-out (TO) and the number of TO assigned by staff. Using a multiple baseline design across academic classroom periods, results showed that Active Response Beads Time-Out (ARB-TO) and teacher re-directions decreased the total time spent in time-out and number of TO assigned across the three class periods. Results maintained at one, two and four week follow-up sessions.
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