Using Free-Time to Reduce Verbal and Behavioral Interruptions in a High School Residential Classroom Setting

Abstract

The purpose of the present study was to determine if a free-time contingency could reduce the frequency of verbal and behavior interruptions. The subjects were 28 high school students in two science classes attending a school program located in a locked-up residential treatment center. The effects of free-time were evaluated in a combination multiple baseline and reversal design. Free-time was effective in reducing both verbal and behavioral interruptions. Practical implications of the findings are discussed in terms of implementation, use of peers for data collection, and impact on the target behaviors.