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An Empirical Investigation of Time-Out with and without Escape Extinction to Treat Escape-Maintained Noncompliance
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Everett, Gregory E.; Olmi, D. Joe; Edwards, Ron P.; Tingstrom, Daniel H.; Sterling-Turner, Heather E.; Christ, Theodore J. – Behavior Modification, 2007
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…
Descriptors: Timeout, Negative Reinforcement, Functional Behavioral Assessment, Behavior Problems
Effective Instruction Delivery and Time-In: Positive Procedures for Achieving Child Compliance.
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Mandal, Rebecca L.; Olmi, D. Joe; Edwards, Ron P.; Tingstrom, Daniel H.; Benoit, Denise A. – Child & Family Behavior Therapy, 2000
Preschool children (N=4) from a university-based school psychology clinic were studied to assess whether increases in compliance could be obtained in clinical settings by using only positive procedures such as effective instruction delivery and time-in. Both procedures alone achieved increases in compliance over baseline levels, and additional…
Descriptors: Behavior Modification, Compliance (Psychology), Counseling Techniques, Discipline
The Contributions of Eye Contact and Contingent Praise to Effective Instruction Delivery in Compliance Training
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Everett, Gregory E.; Olmi, D. Joe; Edwards, Ron P.; Tingstrom, Daniel H. – Education and Treatment of Children, 2005
The present study, using a multiple baseline across subjects design for two children and a nonconcurrent multiple baseline across subjects design for two additional children, evaluated whether the addition of eye contact and then contingent praise for compliance (CP) would lead to increases in childhood compliance for both statement and question…
Descriptors: School Psychology, Positive Reinforcement, Nonverbal Communication, Children
The Sequential Introduction of Compliance Training Components with Elementary-Aged Children in General Education Classroom Settings.
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Ford, Alisha D.; Olmi, D. Joe; Edwards, Ron P.; Tingstrom, Daniel H. – School Psychology Quarterly, 2001
Evaluates the sequential introduction of compliance training components on the instruction-following of four elementary school students. The components included effective instruction delivery with reinforcement for compliance, time in, and time out. Increased compliance levels were maintained at follow-up with all four students. Discusses results…
Descriptors: Classroom Environment, Compliance (Psychology), Elementary Education, Positive Reinforcement
The Effects of Classroom-Based Time-In/Time-Out on Compliance Rates in Children with Speech/Language Disabilities.
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Marlow, Alisha G.; Tingstrom, Daniel H.; Olmi, D. Joe; Edwards, Ron P. – Child & Family Behavior Therapy, 1997
Evaluates whether time-in alone (physical touch and verbal praise) versus the combined use of time-in and time-out was a more effective treatment for noncompliance with three developmentally disabled children. Results show that although time-in alone resulted in increased compliance, the time-in/time-out combined phase resulted in further…
Descriptors: Behavior Modification, Children, Classroom Techniques, Compliance (Psychology)
Generalization of a Positive Treatment Package for Child Noncompliance.
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Benoit, Denise A.; Edwards, Ron P.; Olmi, D. Joe; Mandal, Rebecca L.; Wilczynski, Susan M. – Child & Family Behavior Therapy, 2001
Describes treatment containing positive components of effective instruction delivery (EID) and time-in (TI) for achieving acceptable levels of child compliance in clinic and home settings. Mothers were able to master components of both EID and TI in the clinic. Skill mastery increased at home for EID but varied for TI. Discusses benefits of…
Descriptors: Behavior Modification, Behavior Problems, Child Rearing, Children