東華大學圖書館 |

Language: English

Help

回圖書館首頁

手機版館藏查詢

Back

Switch To: Labeled | MARC Mode | ISBD

An Evaluation of Deferred Time-Out t...

Buzenski, Jessica M.

Linked to FindBook

Google Book

Amazon

博客來

An Evaluation of Deferred Time-Out to Treat Noncompliance in the Classroom Setting.

Record Type:	Electronic resources : Monograph/item
Title/Author:	An Evaluation of Deferred Time-Out to Treat Noncompliance in the Classroom Setting./
Author:	Buzenski, Jessica M.
Published:	Ann Arbor : ProQuest Dissertations & Theses, : 2017,
Description:	75 p.
Notes:	Source: Dissertation Abstracts International, Volume: 79-07(E), Section: B.
Contained By:	Dissertation Abstracts International79-07B(E).
Subject:	Behavioral psychology. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10760240
ISBN:	9780355659955

An Evaluation of Deferred Time-Out to Treat Noncompliance in the Classroom Setting.
Buzenski, Jessica M.

An Evaluation of Deferred Time-Out to Treat Noncompliance in the Classroom Setting. - Ann Arbor : ProQuest Dissertations & Theses, 2017 - 75 p.

Source: Dissertation Abstracts International, Volume: 79-07(E), Section: B.

Thesis (Ph.D.)--East Carolina University, 2017.

Time-out (TO) is a widely recommended behavioral management strategy that has been minimally researched in regards to its components and applications or training procedures for teachers (Ryan et al., 2007; Sterling-Turner & Watson, 1999). There is no published evidence for the use of direct training procedures to implement TO in the general classroom setting. Deferred time-out (DTO) is a specific TO training procedure developed to increase compliant behavior in children who were not responsive to the traditional TO strategy (Warzak & Floress, 2009). By providing consultative training, a specific TO procedure to follow, and adding the deferment component, DTO has the potential to increase TO effectiveness in the classroom setting. A multiple baseline design across participants was used to assess disruptive behavior, latency of compliance, and teacher acceptability of DTO procedures in the classroom. Overall, results indicate that the intervention was successful in reducing disruptive behavior for all three students and there were noted decreases in latency between when the DTO instruction was given and when the student initiated the TO. Additionally, teacher responses on acceptability measures indicated high social validity. Using procedures such as DTO to decrease disruptive behaviors allows for improved social functioning and increased educational time with better learning opportunities, not only for the target student, but the classroom as whole.

ISBN: 9780355659955Subjects--Topical Terms:

2122788
Behavioral psychology.

An Evaluation of Deferred Time-Out to Treat Noncompliance in the Classroom Setting.
LDR:02415nmm a2200301 4500 001 2160268
005 20180724121430.5
008 190424s2017 ||||||||||||||||| ||eng d
020 $a 9780355659955
035 $a (MiAaPQ)AAI10760240
035 $a (MiAaPQ)0600vireo:764Buzenski
035 $a AAI10760240
040 $a MiAaPQ $c MiAaPQ
100 1 $a Buzenski, Jessica M. $3 3348180
245 1 3 $a An Evaluation of Deferred Time-Out to Treat Noncompliance in the Classroom Setting.
260 1 $a Ann Arbor : $b ProQuest Dissertations & Theses, $c 2017
300 $a 75 p.
500 $a Source: Dissertation Abstracts International, Volume: 79-07(E), Section: B.
502 $a Thesis (Ph.D.)--East Carolina University, 2017.
520 $a Time-out (TO) is a widely recommended behavioral management strategy that has been minimally researched in regards to its components and applications or training procedures for teachers (Ryan et al., 2007; Sterling-Turner & Watson, 1999). There is no published evidence for the use of direct training procedures to implement TO in the general classroom setting. Deferred time-out (DTO) is a specific TO training procedure developed to increase compliant behavior in children who were not responsive to the traditional TO strategy (Warzak & Floress, 2009). By providing consultative training, a specific TO procedure to follow, and adding the deferment component, DTO has the potential to increase TO effectiveness in the classroom setting. A multiple baseline design across participants was used to assess disruptive behavior, latency of compliance, and teacher acceptability of DTO procedures in the classroom. Overall, results indicate that the intervention was successful in reducing disruptive behavior for all three students and there were noted decreases in latency between when the DTO instruction was given and when the student initiated the TO. Additionally, teacher responses on acceptability measures indicated high social validity. Using procedures such as DTO to decrease disruptive behaviors allows for improved social functioning and increased educational time with better learning opportunities, not only for the target student, but the classroom as whole.
590 $a School code: 0600.
650 4 $a Behavioral psychology. $3 2122788
650 4 $a Early childhood education. $3 518817
650 4 $a Behavioral sciences. $3 529833
690 $a 0384
690 $a 0518
690 $a 0602
710 2 $a East Carolina University. $b Psychology. $3 2096555
773 0 $t Dissertation Abstracts International $g 79-07B(E).
790 $a 0600
791 $a Ph.D.
792 $a 2017
793 $a English
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10760240