Reducing Time-Out Assignments for Students with Emotional/Behavioral Disorders in a Self-Contained Classroom |
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| Authors: | Janice A Grskovic Arlene M Hall Donna J Montgomery Andres U Vargas Sydney S Zentall Phillip J Belfiore |
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| Institution: | (1) School of Education, Indiana University Northwest, Gary, Indiana;(2) Department of Adolescent, Career, and Special Education, Murray State University, Murray, Kentucky;(3) Teacher Education Department, University of Nebraska, Kearney, Nebraska;(4) Department of Educational Studies, Purdue University, West Lafayette, Indiana;(5) Education Division, Mercyhurst College, Erie, Pennsylvania |
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| Abstract: | This study assessed the impact of a class-wide time-out/re-directing strategy on (a) the frequency of teacher-assigned time-outs and (b) the time students spent in disciplinary sanctions. Twelve students with emotional/behavioral disorders, enrolled in a self-contained elementary classroom were taught an alternative time-out strategy (Active Response Beads-Time Out), while teachers were taught a re-directing strategy, in an attempt to decrease the amount of student's time spent in time-out (TO) and the number of TO assigned by staff. Using a multiple baseline design across academic classroom periods, results showed that Active Response Beads Time-Out (ARB-TO) and teacher re-directions decreased the total time spent in time-out and number of TO assigned across the three class periods. Results maintained at one, two and four week follow-up sessions. |
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| Keywords: | time-out behavior disorders academics class-wide |
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