Citation

Miles CL, Cuvo AJ. Educ. Treat. Child. 1980; 3(2): 113-121.

Copyright

(Copyright © 1980, West Virginia University Press)

DOI

unavailable

PMID

unavailable

Abstract

A 9-year-old severely retarded boy was presented two different treatment procedures in an attempt to decrease his disruptive and increase his productive behavior in a classroom for exceptional children. Timeout and positive reinforcement were first alternated with baseline conditions. Second, extinction and positive reinforcement alternated with baseline. Finally, there was a reinstitution of timeout and positive reinforcement. Timeout consisted of brief isolation contingent on the occurrence of one or more of 13 disruptive behaviors. Extinction involved turning away and ignoring the student. Positive reinforcement was administered for on-task and task completion. The timeout and positive reinforcement procedure was the more effective treatment.

Language: en