D. Smith replies to L. Polsgrove's criticisms of Smith's earlier article (EC 133 830) on seclusionary timeout for children with emotional/behavioral problems. Smith suggests that in several studies timeout was seen by the children as a way of relieving the classroom's stimulus overload. (CL)

The author replies to an earlier contention of D. Smith (EC 133 830) that seclusionary timeout for behavior disordered children actually constitutes extinction rather than aversive control. The author cites methodological flaws in Smith's studies. (CL)

Consistent, unemotional use of timeout, without ancillary punishers, is shown to result in typical extinction curves (rather than the steeper gradient of punishment curves) for both autistic and mentally impaired children with widely different abrasive behaviors. Dangers of punishment and the therapeutic value of reduced environmental stimulation…

This position paper discusses aversive conditioning and other behavior reduction procedures. Environmental modification, differential reinforcement, timeout, overcorrection, and corporal punishment are discussed in terms of current applications, with arguments for and against their inclusion in behavior modification. Eight guidelines are offered…

Sixteen studies were analyzed that employed single-subject designs focusing on conduct disorders in preschoolers. Results indicated that reinforcement produced most positive outcomes, followed by punishment, timeout, and differential attention. Subject characteristics such as sex, handicapping condition, and target behavior typically bore little…

The effects of a warning procedure signaling exclusionary timeout as a consequence for inappropriate behavior during contingent observation timeout was evaluated with nine elementary students having emotional and behavioral disorders. The use of warnings was associated with a decrease in appropriate contingent observation timeout behaviors,…

An interdependent group-oriented timeout ribbon procedure was effective in decreasing the inappropriate verbalizations of two groups of resource room students (grades 1-3). A timeout ribbon was removed for one minute following inappropriate verbalizations, during which time the group lost the opportunity to earn tokens for activity or tangible…

Six teachers of students with emotional/behavioral disorders were observed during reading instruction and interviewed. Three teachers provided some reading instruction that was documented as effective and designed to meet students' needs. Controlling student behavior through isolating students, providing extensive time for worksheets, and negative…