Your search found 217 results.

Descriptors:
Behavior Disorders; Politics of Education; School Psychologists; Hearings; Investigations; Federal Legislation; Behavior Modification; Positive Reinforcement; Teaching Methods; Disabilities; Student Behavior; Child Safety; Discipline; Behavior Problems; Intervention; Safety; Discipline Policy; Students; School Safety; Injuries; Timeout; Discipline Problems; Advocacy

Abstract:
Over the past several years, allegations of abuse and death related to seclusion and restraint, media coverage of these events, subsequent federal investigations, and Congressional hearings about this topic have resulted in increased pressure on Congress to pass legislation to address the use of seclusion and restraint in the school setting. Currently, there are two pieces of federal legislation that are intended to regulate state and local policy regarding seclusion and restraint, and the U.S. Department of Education recently released a resource document related to this issue. Although the National Association of School Psychologists (NASP) does not have a formal position regarding seclusion and restraint, the association actively promotes the use of preventive measures and positive behavioral supports (PBS) with all students. This article will provide background information relating to this legislation as well as NASP's response. The article will also highlight key recommendations from the U.S. Department of Education's (2012) "Restraint and Seclusion: Resource Document," and summarize the behavioral practices that NASP promotes, including the role of the school psychologist in ensuring that all students' behavior is properly supported. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

Related Items: Show Related Items

Full-Text Availability Options:

More Info:
Help | Tutorial Help Finding Full Text |  More Info:
Help Find in a Library |  Publisher's website

Descriptors:
Animals; Negative Reinforcement; Timeout; Reaction Time

Abstract:
Rats responded on concurrent schedules of shock-postponement or deletion (avoidance) and timeout from avoidance. In Experiment 1, 3 rats' responses on one lever postponed shocks for 20 s and responses on a second lever produced a 1-min timeout according to a variable-interval 45-s schedule. Across conditions, a warning signal (white noise) was presented 19.5 s, 16 s, 12 s, 8 s, or 4 s before an impending shock. Raising the duration of the warning signal increased both avoidance and timeout response rates. Timeout responding, although positively correlated with avoidance responding, was not correlated with the prevailing shock rate. In Experiment 2, 3 rats' responses on one lever deleted scheduled shocks according to a variable-cycle 30-s schedule and responses on a second lever produced a 2-min timeout as described above. After this baseline condition, the avoidance lever was removed and noncontingent shocks were delivered at rates and intershock intervals yoked to the receipt of shocks in the baseline sessions. Timeout responding decreased when the avoidance lever was removed, even though the shock-frequency reduction afforded by the timeout remained constant. These results suggest that a key factor in the reinforcing efficacy of timeout is suspension of the requirement to work to avoid shock, rather than the reduction in shock frequency associated with timeout. (Contains 2 tables and 6 figures.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

Related Items: Show Related Items

Full-Text Availability Options:

More Info:
Help | Tutorial Help Finding Full Text |  More Info:
Help Find in a Library |  Publisher's website

Descriptors:
Behavior Problems; Timeout; Scheduling; Critical Incidents Method; Discipline; Discipline Policy; Discipline Problems; Punishment; Cognitive Restructuring; Behavior Modification; Outcomes of Treatment

Abstract:
Few studies have evaluated ways to thin punishment schedules. The purpose of this study was to examine the effects of using variable ratio (VR) schedules to thin the time-out schedule gradually. Warnings were used in some conditions to assist potentially with schedule thinning, but this analysis was limited. Participants were 3 young students who engaged in problem behavior during enriched time-in periods. Dense schedules of intermittent time-out were effective at reducing problem behavior. (Contains 1 figure.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

Related Items: Show Related Items

Full-Text Availability Options:

More Info:
Help | Tutorial Help Finding Full Text |  More Info:
Help Find in a Library |  Publisher's website

Descriptors:
Compliance (Psychology); Timeout; Reinforcement; Preschool Children; Functional Behavioral Assessment; Comparative Analysis

Abstract:
The effects of time-out and escape extinction were examined with 2 preschoolers after we identified variables that may have resulted in noncompliance. Results of a functional analysis showed that noncompliance was highest in the escape condition for both participants. During the treatment evaluation, escape extinction resulted in greater reductions in noncompliance relative to time-out. (Contains 1 figure and 1 footnote.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

Related Items: Show Related Items

Full-Text Availability Options:

More Info:
Help | Tutorial Help Finding Full Text |  More Info:
Help Find in a Library |  Publisher's website

Descriptors:
Health Services; Mothers; Mental Health Programs; Parenting Styles; Child Rearing; Child Behavior; Parent Child Relationship; Cultural Differences; Token Economy; Timeout; Males; Immigrants; Punishment; Positive Reinforcement; Parent Attitudes; Adult Education

Abstract:
We examined cultural differences in mothers' acceptance of and intent to use behavioral parenting techniques for managing disruptive child behavior, and the possible roles of parenting styles and implicit theories in explaining these cultural differences. A community sample of 117 Euro-Canadian and Chinese-immigrant mothers of boys aged 4- to 8-years participated. Chinese-immigrant mothers had more favorable attitudes towards punishment techniques (i.e., overcorrection and spanking) than Euro-Canadian mothers, and mothers' authoritarian parenting style accounted for this cultural difference. No cultural differences were found in mothers' attitudes towards reward (i.e., praise and token economy) or withdrawal of positive reinforcement (i.e., response cost and time-out). This study helps to inform efforts to increase the cultural sensitivity of mental health services for the underserved population of Chinese-immigrant families. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

Related Items: Show Related Items

Full-Text Availability Options:

More Info:
Help | Tutorial Help Finding Full Text |  More Info:
Help Find in a Library |  Publisher's website

Descriptors:
Attention Deficit Hyperactivity Disorder; Intervention; Children; Behavior Disorders; Parent Education; Timeout; Therapy; Clinics; Masters Degrees; Counselor Training; Ethnic Groups; Reinforcement; Compliance (Psychology); Measures (Individuals); Symptoms (Individual Disorders); Severity (of Disability); Parent Attitudes; Outcomes of Treatment

Abstract:
The current study tested whether an abbreviated version of "Defiant Children" (Barkley, 1987), an efficacious parent training program to address the behavioral noncompliance often associated with disruptive behavior disorders, could be implemented successfully within a community mental health clinic setting by master's-level therapists. Ethnically and socioeconomically diverse parents of 16 children (ages 4 to 12 years old) completed a 6-session active treatment group emphasizing the use of differential attending skills, effective time-out strategies, and a structured reinforcement schedule to increase child compliance. Pre- and posttreatment measures of attention-deficit/hyperactivity disorder (ADHD), oppositional-defiant disorder (ODD), and conduct disorder (CD) symptom level were administered, as well as a measure tapping the contextual breadth (i.e., number of settings) and severity of disruptive behaviors. Parent satisfaction with the treatment was also assessed. Analyses indicated large treatment effects on all measures except CD behavior. Results are discussed in the context of implementing empirically supported therapies in settings where "treatment as usual" is the norm. (Contains 3 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

Related Items: Show Related Items

Full-Text Availability Options:

More Info:
Help | Tutorial Help Finding Full Text |  More Info:
Help Find in a Library |  Publisher's website

Descriptors:
Behavior Problems; Timeout; Comparative Analysis; Young Children; Predictor Variables; Preschool Education; Attention; Classroom Environment; Autism; Developmental Disabilities; Control Groups; Behavior Modification

Abstract:
A common recommendation for implementing time-out procedures is to include a release contingency such that the individual is not allowed to leave time-out until no problem behavior has occurred for a specific amount of time (e.g, 30 s). We compared a fixed duration time-out procedure to a release contingency time-out procedure with 4 young children (3- and 4-year-olds) using a reversal and multielement design. Results demonstrated that both time-out procedures were effective at reducing problem behavior outside time-out, problem behavior occurred in time-out during both procedures, and problem behavior in time out was not predictive of problem behavior outside time-out. (Contains 3 figures.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

Related Items: Show Related Items

Full-Text Availability Options:

More Info:
Help | Tutorial Help Finding Full Text |  More Info:
Help Find in a Library |  Publisher's website

Descriptors:
Attention Deficit Hyperactivity Disorder; School Psychologists; Academic Achievement; Ancillary School Services; Partnerships in Education; Parent School Relationship; Student Behavior; Self Management; Peer Relationship; Interpersonal Competence; Student Problems; Behavior Disorders; Drug Therapy; Special Needs Students; Special Education; Intervention; Academic Accommodations (Disabilities); Behavior Problems; Behavior Modification; Positive Reinforcement; Token Economy; Timeout; Communication Strategies; Report Cards

Abstract:
School-related difficulties are commonly associated with attention deficit hyperactivity disorder (ADHD). This article describes effective school-based intervention strategies including behavioral interventions, modifications to academic instruction, and home-school communication programs. One overlooked aspect of treatment of children with ADHD is the need to form partnerships among school professionals who can work collaboratively on interventions for children with ADHD. Approaches to developing effective collaboration between teachers and school psychologists are presented. Multiple treatment strategies implemented in a consistent fashion across school years can optimize the school success of students with ADHD. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

Related Items: Show Related Items

Full-Text Availability Options:

More Info:
Help | Tutorial Help Finding Full Text |  More Info:
Help Find in a Library |  Publisher's website

Descriptors:
Behavior Problems; Autism; Timeout; Sexuality; Antisocial Behavior; Males; Functional Behavioral Assessment; Outcomes of Treatment; Behavior Modification; Clothing

Abstract:
Results of a functional analysis indicated that a man diagnosed with autism engaged in bizarre sexual behavior in the presence of women wearing sandals. Several treatments proved to be ineffective or impractical. By contrast, a response-interruption/time-out procedure quickly eliminated the problem behavior in multiple settings. (Contains 1 figure.)

Related Items: Show Related Items

Full-Text Availability Options:

More Info:
Help | Tutorial Help Finding Full Text |  More Info:
Help Find in a Library |  Publisher's website

Descriptors:
Attention Deficit Hyperactivity Disorder; Outcomes of Treatment; Timeout; Personality Traits; Role; Behavior Problems; Control Groups; Correlation; Regression (Statistics); Interpersonal Competence; Problem Solving; Peer Evaluation; Peer Relationship; Summer Programs; Therapy; Children

Abstract:
The current study examines the role of callous/unemotional (CU) traits in response to treatment among children with conduct problems (CP) and attention-deficit/hyperactivity disorder (ADHD). Fifty-four children with CP/ADHD and 16 controls (age = 9.48, SD = 1.58) took part in a summer treatment and research program. Simple correlations showed that CU and CP were associated with a number of treatment outcome measures. When examined together in regression analyses, CU and CP were uniquely associated with three treatment outcomes each (CU--improvement in social skills and problem solving, negative behaviors in time-out; CP--time-outs per day, peer ratings, peer dislike). The implications for these findings with regard to treatment response in children with CP/ADHD with and without CU traits are explored. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

Related Items: Show Related Items

Full-Text Availability Options:

More Info:
Help | Tutorial Help Finding Full Text |  More Info:
Help Find in a Library |  Publisher's website