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超时带:一种非排他性的超时程序。

The timeout ribbon: a nonexclusionary timeout procedure.

作者信息

Foxx R M, Shapiro S T

出版信息

J Appl Behav Anal. 1978 Spring;11(1):125-36. doi: 10.1901/jaba.1978.11-125.

Abstract

Recently, the use of timeout rooms has been questioned by various agencies, and some have adopted policies that prohibit or greatly restrict exclusionary timeout. The present study developed a timeout procedure that did not require removal of the misbehaver from the learning environment. The procedure was applied to the disruptive behaviors of five severely retarded children in an institutional special-education classroom. An observer prompted all teacher behaviors related to the procedures to assure their precise implementation. After baseline, a reinforcement-only condition was implemented. Each child was given a different colored ribbon to wear as a tie and received edibles and praise every few minutes for good behavior and for wearing the ribbon. When timeout was added, a child's ribbon was removed for any instance of misbehavior and teacher attention and participation in activities ceased for three minutes or until the misbehavior stopped. Reinforcement continued at other times for appropriate behavior. An ABCBC reversal design was used to demonstrate control of the behavior by the conditions applied. On average, the children misbehaved 42% and 32% of the time during the baseline and reinforcement conditions respectively but only 6% of the time during the timeout conditions. A followup probe during the new school year revealed that the teacher was able to conduct the procedure independently and that the children's disruptive behaviors were maintained at low levels. The practicality and acceptability of the procedure were supported further by the successful implementation of the procedure by a teacher in another state and by responses to a questionnaire given to 40 mental health professionals. The ribbon procedure appears to be a viable form of timeout, provided that disruptive behaviors during timeout can be tolerated within the setting, or a backup procedure such as exclusionary timeout can be tolerated within the setting, or a backup procedure such as exclusionary timeout is available when needed.

摘要

最近,各种机构对使用隔离室提出了质疑,一些机构还采取了禁止或大幅限制排除性隔离的政策。本研究开发了一种无需将行为不端者从学习环境中移除的隔离程序。该程序应用于一所机构特殊教育教室中五名重度智障儿童的破坏性行为。一名观察者提示与该程序相关的所有教师行为,以确保其精确实施。在基线期之后,实施了仅强化条件。给每个孩子一条不同颜色的丝带作为领带佩戴,每隔几分钟,孩子因良好行为和佩戴丝带而获得食物奖励和表扬。当加入隔离环节时,孩子出现任何不当行为,其丝带将被取下,教师在三分钟内停止关注并停止参与活动,直到不当行为停止。在其他时间,对适当行为的强化继续进行。采用ABCBC反转设计来证明所应用的条件对行为的控制作用。平均而言,在基线期和强化条件下,孩子们分别有42%和32%的时间行为不当,但在隔离条件下,这一比例仅为6%。新学年的一次后续调查显示,教师能够独立实施该程序,孩子们的破坏性行为保持在较低水平。另一个州的一名教师成功实施该程序以及对40名心理健康专业人员进行问卷调查的结果,进一步支持了该程序的实用性和可接受性。丝带程序似乎是一种可行的隔离形式,前提是在该环境中能够容忍隔离期间的破坏性行为,或者能够容忍诸如排除性隔离这样的备用程序,或者在需要时有诸如排除性隔离这样的备用程序可用。

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