Effects of differential release from time-out on children's deviant behavior

doi:10.1016/0005-7916(75)90114-7

Journal of Behavior Therapy and Experimental Psychiatry

Volume 6, Issue 3, October 1975, Pages 256-257

https://doi.org/10.1016/0005-7916(75)90114-7 Get rights and content

Abstract

Contingent and non-contingent release from time-out were compared for effect on disruption during time-out and on non-compliance at other times. Contingent release seemed to yield better results.

References (4)

T.S. MacDonough et al.
Response-contingent time-out: important parameters in behavior modification with children
J. Behav. Ther. & Exp. Psychiat.
(1973)
J. Hamilton et al.
Controlling aggressive and destructive behavior in severely retarded institutionalized residents
Am. J. ment. Def.
(1967)

There are more references available in the full text version of this article.

Cited by (27)

Parameters of Time-out: Research Update and Comparison to Parenting Programs, Books, and Online Recommendations
2018, Behavior Therapy
Citation Excerpt :
The most common method is to require quiet behavior for some specified amount of time (most often between 15 seconds and 5 minutes) before the child is released from time-out. Harris and Ersner-Hershfield (1978), based partly on the findings of Hobbs and Forehand (1975), suggested that a contingent release was preferable and hypothesized harmful side effects of a noncontingent release. In an examination of time-out with twelve 4- to 6-year-old children, Hobbs and Forehand (1975) found that although both contingent and noncontingent release time-outs reduced problem behavior, only contingent release dropped percentages of problem behavior to below 10%, while the noncontingent group did not fall below 20%.
In reviews published more than 30 years ago, eight parameters important to the use of time-out were identified and available research was summarized. The purpose of the current paper is to provide an updated summary of existing research for each parameter of time-out. Within each parameter, we conducted a thorough review of the published literature and identified all peer-reviewed articles addressing each parameter. We identified and summarized a total of 46 articles across the eight parameters, including 32 not cited in previous reviews. Sufficient findings were available to draw conclusions regarding time-out warning, schedule of time-out, contingent versus noncontingent release, and duration. Tentative conclusions based on only a few studies could be drawn in regard to instructional versus physical administration and verbalized reason for time-out. No conclusions could be drawn regarding time-out signal and specific time-out location. While we know much more today regarding effective implementation of time-out, there is a clear need for further exploration within these identified parameters. In addition to summarizing the literature, we reviewed recommendations made by behavioral parent training programs, parenting books, and parenting Web sites, and compared how well their recommendations matched current research based on the conclusions drawn from our review. We found that parenting sources made strong and specific recommendations on several of the parameters that were either not consistent with available research or simply lacked a sufficient research base.
17 Modification of a Parent Training Program for Implementation Beyond the Clinical Setting
2000, International Perspectives on Child and Adolescent Mental Health
To address problems regarding reduced access to therapy services as a result of managed care, this chapter develops service delivery approaches for an extensively studied treatment program that is initially developed for clinical use with individual parent-child dyads. This parent training program has a general focus on improving the parent-child relationship and a more specific focus on improving child compliance to parental directions because noncompliance is considered to be the keystone behavior from which other antisocial behaviors develop. The basic premise underlying such clinical parent training programs is that parents are the individuals who are typically with their child most often and they are typically the ones who are reporting difficulties in interactions with the child. As a result, by teaching parents more appropriate procedures for interacting with their child, they can become therapists for their own child. Theoretically, this can be both more efficient and effective than a therapist spending the traditional one hour per week with a young child who is exhibiting externalizing behavior problems.
The behavior management flow chart: A component analysis of behavior management strategies
1998, Clinical Psychology Review
Representative published child behavior management research was reviewed. Based upon the review, a task analysis of child behavior management strategies was conducted. The Behavior Management Flow Chart is a flow chart of the task analysis that synthesizes the research into a cohesive unit and visually depicts actions that adults may be trained to use to manage misbehavior displayed by disruptive children. A discussion compares and contrasts the Behavior Management Flow Chart with Hanf-model behavior management programs, the appropriate unit of analysis is examined, and concerns regarding integrating a wide range of research variables into a unitary model are addressed.
Analysis of a reinforcement/time-out treatment package to control severe aggressive and destructive behaviors in a multihandicapped, rubella child
1983, Applied Research In Mental Retardation
The display of acting-out behaviors in the form of aggression and property destruction represent serious management problems displayed by many developmentally disabled persons. The present study evaluated the application of reinforcement and isolation time-out procedures to treat severe aggressive/destructive behavior of a 15-year-old multi-impaired rubella child. In addition to documenting intervention effects, this study provided a component analysis of the reinforcement and time-out procedures, evaluated maintenance of treatment gains, and obtained measures of staff acceptability. Using a multiple baseline design across two target behaviors and two treatment settings, the reinforcement procedures were applied first in isolation and then in combination with time-out. Results indicated that with reinforcement, target responses persisted at high rates but were rapidly eliminated when time-out was introduced and remained absent at a 4-month follow-up. However, highly specific treatment effects were observed, with no generalization occurring across responses or settings. The majority of staff judged the program to be extremely useful in working with the child. Issues relevant to programming reinforcement and time-out procedures with seriously disruptive clients are discussed.
Important parameters in the use of timeout with children: A re-examination
1977, Journal of Behavior Therapy and Experimental Psychiatry
MacDonough and Forehand (1973) delineated a number of parameters of response- contingent timeout that needed to be considered in treating children and conducting research. At the time of publication of their article, the parameters had not been examined systematically. Since then a number of studies concerning timeout parameters with children have appeared. The present paper examines those studies.
Time-Out for Sibling Aggression: An Analysis of Effective Durations in a Natural Setting
2018, Child and Family Behavior Therapy

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^☆: The present study was supported, in part, by a grant from the University of Georgia Research Council.

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Effects of differential release from time-out on children's deviant behavior☆

Abstract

J. Behav. Ther. & Exp. Psychiat.

Controlling aggressive and destructive behavior in severely retarded institutionalized residents

Am. J. ment. Def.