(DOWNLOAD) "Time-out in Special Education Settings: The Parameters of Previous Implementation." by North American Journal of Psychology " Book PDF Kindle ePub Free
eBook details
- Title: Time-out in Special Education Settings: The Parameters of Previous Implementation.
- Author : North American Journal of Psychology
- Release Date : January 01, 2010
- Genre: Education,Books,Professional & Technical,
- Pages : * pages
- Size : 209 KB
Description
Time-out (TO) has been, is, and in all likelihood, will remain one of the most widely applied interventions employed as a consequence for childhood problem behavior. Although not singularly defined, collectively TO is viewed as a procedure to decrease behavioral frequency (Gerhardt, Holmes, Alessandri, & Goodman, 1991; Shriver & Allen, 1996) through, "a period of time in a less reinforcing environment made contingent on a behavior" (Brantner & Doherty, 1983, p. 87). As a behavior change strategy, TO may produce a variety of behavioral consequences including those that are both punishing (Brantner & Doherty, 1983; Shriver & Allen, 1996) and reinforcing (Plummer, Baer, & LeBlanc; 1977; Solnick, Rincover, & Peterson, 1977). In addition, Knoff (2009) describes the effects of TO on future behavior via its categorization as an "accountability intervention" (pg. 6) employed to both decrease inappropriate behavior (i.e., punishment) while increasing (i.e., reinforcing) appropriate behavior. In this manner, TO is viewed as an educative technique designed to not only teach children what not to do, but also instruct in what to do and, therefore, serve an important role in well conceived programs addressing children's school-based behavior management. Regardless of behavioral consequence, in practice TO is not a singular "one-size-fits-all" intervention, but rather an interconnected series of procedural variables (Turner & Watson, 1999). Such is contrasted with the empirical reality that most TO studies evaluate the sum effectiveness of the intervention (e.g., TO versus another intervention in the treatment of tantrums) rather than the contributions of individual procedural variables (e.g., component analyses of differing TO variables). As such, researchers and practitioners often conduct TO in different ways, leaving no formulation of variables available to guide appropriate implementation or make effective empirical comparison.
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