AN EVALUATION OF DEFERRED TIME-OUT TO TREAT NONCOMPLIANCE IN THE CLASSROOM SETTING

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dc.access.optionOpen Access
dc.contributor.advisorGolden, Jeannie
dc.contributor.authorBuzenski, Jessica M.
dc.contributor.departmentPsychology
dc.date.accessioned2018-01-23T13:59:45Z
dc.date.available2018-01-23T13:59:45Z
dc.date.created2017-12
dc.date.issued2017-12-07
dc.date.submittedDecember 2017
dc.date.updated2018-01-22T18:22:57Z
dc.degree.departmentPsychology
dc.degree.disciplinePHD-Health Psychology
dc.degree.grantorEast Carolina University
dc.degree.levelDoctoral
dc.degree.namePh.D.
dc.description.abstractTime-out (TO) is a widely recommended behavioral management strategy that has been minimally researched in regards to its components and applications or training procedures for teachers (Ryan et al., 2007; Sterling-Turner & Watson, 1999). There is no published evidence for the use of direct training procedures to implement TO in the general classroom setting. Deferred time-out (DTO) is a specific TO training procedure developed to increase compliant behavior in children who were not responsive to the traditional TO strategy (Warzak & Floress, 2009). By providing consultative training, a specific TO procedure to follow, and adding the deferment component, DTO has the potential to increase TO effectiveness in the classroom setting. A multiple baseline design across participants was used to assess disruptive behavior, latency of compliance, and teacher acceptability of DTO procedures in the classroom. Overall, results indicate that the intervention was successful in reducing disruptive behavior for all three students and there were noted decreases in latency between when the DTO instruction was given and when the student initiated the TO. Additionally, teacher responses on acceptability measures indicated high social validity. Using procedures such as DTO to decrease disruptive behaviors allows for improved social functioning and increased educational time with better learning opportunities, not only for the target student, but the classroom as whole.
dc.format.mimetypeapplication/pdf
dc.identifier.urihttp://hdl.handle.net/10342/6502
dc.language.isoen
dc.publisherEast Carolina University
dc.subjectdisruptive behavior
dc.subjectdeferred
dc.subjectclassroom
dc.subjectsingle case design
dc.subjectmultiple baseline
dc.subject.lcshClassroom management
dc.subject.lcshTimeout method
dc.titleAN EVALUATION OF DEFERRED TIME-OUT TO TREAT NONCOMPLIANCE IN THE CLASSROOM SETTING
dc.typeDoctoral Dissertation
dc.type.materialtext

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