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Delayed timeout as a procedure for reducing disruptive classroom behavior: a case study.延迟时间限制作为减少课堂干扰行为的一种程序：案例研究。
J Appl Behav Anal. 1971 Fall;4(3):235-9. doi: 10.1901/jaba.1971.4-235.
2
Functional considerations in the use of procedural timeout and in effective alternative.程序超时使用及有效替代方法中的功能考量
J Appl Behav Anal. 1977 Winter;10(4):689-705. doi: 10.1901/jaba.1977.10-689.
3
The timeout ribbon: a nonexclusionary timeout procedure.超时带：一种非排他性的超时程序。
J Appl Behav Anal. 1978 Spring;11(1):125-36. doi: 10.1901/jaba.1978.11-125.
4
Modification of severe disruptive and aggressive behavior using brief timeout and reinforcement procedures.采用短暂性隔离和强化程序对严重破坏性行为和攻击性行为进行矫正。
J Appl Behav Anal. 1969 Spring;2(1):31-7. doi: 10.1901/jaba.1969.2-31.
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Timeout as a punishing stimulus in continuous and intermittent schedules.时间限定作为连续和间断强化程序中的惩罚性刺激。
J Appl Behav Anal. 1973 Fall;6(3):443-55. doi: 10.1901/jaba.1973.6-443.
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A comparison of response cost and differential reinforcement of other behavior to reduce disruptive behavior in a preschool classroom.比较反应代价法与其他行为的差别强化法对减少学前班课堂中破坏性行为的效果。
J Appl Behav Anal. 2004 Fall;37(3):411-5. doi: 10.1901/jaba.2004.37-411.
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Contingent observation: an effective and acceptable procedure for reducing disruptive behavior of young children in a group setting.偶然性观察：一种在集体环境中减少幼儿破坏性行为的有效且可接受的方法。
J Appl Behav Anal. 1976 Spring;9(1):55-64. doi: 10.1901/jaba.1976.9-55.
8
Self-regulation in the modification of disruptive classroom behavior.自我调节在课堂扰乱行为的矫正中的作用。
J Appl Behav Anal. 1972 Winter;5(4):443-54. doi: 10.1901/jaba.1972.5-443.
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Use and analysis of the "Good Behavior Game" to reduce disruptive classroom behavior.运用和分析“良好行为游戏”减少课堂干扰行为。
J Appl Behav Anal. 1973 Fall;6(3):405-17. doi: 10.1901/jaba.1973.6-405.
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Control of an obscene "verbal tic" through timeout in an elementary school classroom.通过超时控制小学课堂上的淫秽“口头习惯”。
J Appl Behav Anal. 1973 Spring;6(1):101-4. doi: 10.1901/jaba.1973.6-101.

引用本文的文献

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An analysis and reduction of disruptive behavior on school buses.校车上破坏性行为的分析与减少
J Appl Behav Anal. 1981 Summer;14(2):177-92. doi: 10.1901/jaba.1981.14-177.
2
Feedback in classroom behavior modification: effects on the target and her classmates.课堂行为矫正中的反馈：对目标学生及其同学的影响。
J Appl Behav Anal. 1974 Winter;7(4):591-8. doi: 10.1901/jaba.1974.7-591.
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A simple stimulus cue for controlling disruptive classroom behavior. Methodological implications for behavior change procedures.一种控制课堂破坏性行为的简单刺激线索。对行为改变程序的方法学启示。
J Abnorm Child Psychol. 1974 Jun;2(2):143-52. doi: 10.1007/BF00919096.
4
The timeout ribbon: a nonexclusionary timeout procedure.超时带：一种非排他性的超时程序。
J Appl Behav Anal. 1978 Spring;11(1):125-36. doi: 10.1901/jaba.1978.11-125.

本文引用的文献

1
Modification of severe disruptive and aggressive behavior using brief timeout and reinforcement procedures.采用短暂性隔离和强化程序对严重破坏性行为和攻击性行为进行矫正。
J Appl Behav Anal. 1969 Spring;2(1):31-7. doi: 10.1901/jaba.1969.2-31.

延迟时间限制作为减少课堂干扰行为的一种程序：案例研究。

Delayed timeout as a procedure for reducing disruptive classroom behavior: a case study.

机构信息

University of Kansas.

出版信息

J Appl Behav Anal. 1971 Fall;4(3):235-9. doi: 10.1901/jaba.1971.4-235.

DOI:10.1901/jaba.1971.4-235
PMID:16795299
原文链接:https://pmc.ncbi.nlm.nih.gov/articles/PMC1310696/
Abstract

The disruptive behavior of a 9-yr-old boy was eliminated by the illumination of a light on the subject's desk, which represented the loss of free time later in the day. Instructions alone failed to reduce the frequency of disruptive behavior. When the light was removed and disruptive behavior no longer resulted in a loss of free time, disruptive behavior returned to its previous level.

摘要

光照对一个 9 岁男孩的扰乱行为进行了干预，光照代表着当天晚些时候会失去自由时间。仅仅通过指令并不能减少扰乱行为的频率。当灯光被移走，扰乱行为不再导致失去自由时间时，扰乱行为又回到了之前的水平。