The Effects of Classroom-Based Time-In/Time-Out on Compliance Rates in Children with Speech/Language Disabilities

ABSTRACT

Using a multiple baseline design across subjects, the present study evaluated whether time-in alone (physical touch and verbal praise) versus the combined use of time-in and time-out was a more effective treatment for noncompliance with three children in their classroom setting in a school for children with speech/language disorders. Time-in alone resulted in increases in compliance of 45%, 33%, and 29% above baseline levels for the three students, respectively; the time-in/time-out combined phase resulted in further increases in compliance of 25%, 10%, and 27% above those obtained during time-in alone. Compliance levels were maintained at one-month follow-up for two of the three students. Results are discussed in terms of achieving compliance objectives through the use of exclusively positive procedures.