Ag. Marlow et al., THE EFFECTS OF CLASSROOM-BASED TIME-IN TIME-OUT ON COMPLIANCE RATES IN CHILDREN WITH SPEECH/LANGUAGE DISABILITIES/, Child & family behavior therapy, 19(2), 1997, pp. 1-15
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.