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The timeout ribbon: a nonexclusionary timeout procedure.

机译:超时功能区:一个非排他性的超时过程。

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摘要

Recently, the use of timeout rooms has been questioned by various agencies, and some have adopted policies that prohibit or greatly restrict exclusionary timeout. The present study developed a timeout procedure that did not require removal of the misbehaver from the learning environment. The procedure was applied to the disruptive behaviors of five severely retarded children in an institutional special-education classroom. An observer prompted all teacher behaviors related to the procedures to assure their precise implementation. After baseline, a reinforcement-only condition was implemented. Each child was given a different colored ribbon to wear as a tie and received edibles and praise every few minutes for good behavior and for wearing the ribbon. When timeout was added, a child's ribbon was removed for any instance of misbehavior and teacher attention and participation in activities ceased for three minutes or until the misbehavior stopped. Reinforcement continued at other times for appropriate behavior. An ABCBC reversal design was used to demonstrate control of the behavior by the conditions applied. On average, the children misbehaved 42% and 32% of the time during the baseline and reinforcement conditions respectively but only 6% of the time during the timeout conditions. A followup probe during the new school year revealed that the teacher was able to conduct the procedure independently and that the children's disruptive behaviors were maintained at low levels. The practicality and acceptability of the procedure were supported further by the successful implementation of the procedure by a teacher in another state and by responses to a questionnaire given to 40 mental health professionals. The ribbon procedure appears to be a viable form of timeout, provided that disruptive behaviors during timeout can be tolerated within the setting, or a backup procedure such as exclusionary timeout can be tolerated within the setting, or a backup procedure such as exclusionary timeout is available when needed.
机译:最近,超时室的使用已受到各种机构的质疑,一些机构采取了禁止或大大限制排他性超时的政策。本研究开发了一种超时程序,不需要从学习环境中消除异常行为。该程序用于在机构特殊教育教室中对五名严重智障儿童的破坏行为。一位观察员提示了与程序有关的所有教师行为,以确保准确执行。在基线之后,实施仅加固条件。给每个孩子另外一条彩色的缎带,以打领带的方式佩戴,并每隔几分钟就收到食物和赞美,以表彰他们的良好行为和佩戴缎带。添加超时后,如果出现任何不当行为,则将儿童的缎带摘下,并且老师的注意力和参加活动将停止三分钟或直到不当行为停止。在其他时间,为了适当的行为继续进行加固。 ABCBC逆向设计用于证明通过所施加条件对行为的控制。平均而言,在基线和强化条件下,儿童的行为分别为42%和32%,但在超时条件下的行为仅为6%。在新学年进行的一项后续调查显示,教师能够独立进行该程序,并且孩子们的破坏性行为保持在较低水平。该程序的实用性和可接受性得益于另一州的一位老师成功实施了该程序,并回应了对40名精神卫生专业人员的问卷调查。功能区过程似乎是可行的超时形式,条件是可以在设置中容忍超时期间的破坏性行为,或者可以在设置中容忍备份过程(例如排除超时),或者可以使用备份过程(例如排除超时)需要的时候。

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