THE EFFECTS OF CLASSROOM-BASED TIME-IN TIME-OUT ON COMPLIANCE RATES IN CHILDREN WITH SPEECH/LANGUAGE DISABILITIES/

Using a multiple baseline design across subjects, the present study ev aluated whether time-in alone (physical touch and verbal praise) versu s the combined use of time-in and time-out was a more effective treatm ent for noncompliance with three children in their classroom setting i n a school for children with speech/language disorders. Time-in alone resulted in increases in compliance of 45%, 33%, and 29% above baselin e levels for the three students, respectively; the time-in/time-out co mbined phase resulted in further increases in compliance of 25%, 10%, and 27% above those obtained during time-in alone. Compliance levels w ere maintained at one-month follow-up for two of the three students. R esults are discussed in terms of achieving compliance objectives throu gh the use of exelusively positive procedures.