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001 on1021186508;

003 OCoLC;

005 20180626120055.0;

006 m o d ;

007 cr unu||||||||;

008 180201s2017 ncu obm 000 0 eng d;

035 a| (Sirsi) o1021186508;

035 a| (OCoLC)1021186508;

049 a| EREE;

090 a| LB3013;

100 1 a| Buzenski, Jessica M.,e| author.?| UNAUTHORIZED;

245 13 a| An evaluation of deferred time-out to treat noncompliance in the classroom setting /c| by Jessica M. Buzenski.;

264 1 a| [Greenville, N.C.] :b| [East Carolina University],c| 2017.;

300 a| 74 pages;

336 a| textb| txt2| rdacontent;

337 a| computerb| c2| rdamedia;

338 a| online resourceb| cr2| rdacarrier;

347 a| text fileb| PDFc| 627.9 KB2| rda;

538 a| System requirements: Adobe Reader.;

538 a| Mode of access: World Wide Web.;

502 b| Ph. D.c| East Carolina Universityd| 2017;

500 a| Presented to the faculty of the Department of Psychology;

500 a| Advisor: Jeannie Golden;

500 a| Title from PDF t.p. (viewed June 14, 2018).;

520 3 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.;

504 a| Includes bibliographical references.;

650 0 a| Classroom management.=| ^A7388;

650 0 a| Timeout method.=| ^A249461;

653 a| disruptive behavior;

653 a| deferred;

653 a| classroom;

653 a| single case design;

653 a| multiple baseline;

700 1 a| Golden, Jeannie,e| degree supervisor.?| UNAUTHORIZED;

710 2 a| East Carolina University.b| Department of Psychology.?| UNAUTHORIZED;

856 40 z| Access via ScholarShipu| http://hdl.handle.net/10342/6502;

949 o| wjh;

994 a| C0b| ERE;

596 a| 1 4;

998 a| 4814998;

999 a| CLICK ON WEB ADDRESSw| ASISc| 1i| 4814998-1001l| JNETm| JOYNERr| Ys| Yt| JNE3ETDu| 2/1/2018x| ETDz| JERESOURCE;

999 a| CLICK ON WEB ADDRESSw| ASISc| 1i| 4814998-2001l| HSLELECm| HSLr| Ys| Yt| HEETDu| 2/1/2018x| ETDz| HERESOURCE;

An evaluation of deferred time-out to treat noncompliance in the classroom setting / by Jessica M. Buzenski.

Author/creator	Buzenski, Jessica M. author.
Other author	Golden, Jeannie, degree supervisor.
Other author	East Carolina University. Department of Psychology.
Format	Theses and dissertations
Publication	[Greenville, N.C.] : [East Carolina University], 2017.
Description	74 pages
Supplemental Content	Access via ScholarShip
Subjects	Classroom management. Timeout method.

Summary	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.
General note	Presented to the faculty of the Department of Psychology
General note	Advisor: Jeannie Golden
General note	Title from PDF t.p. (viewed June 14, 2018).
Dissertation note	Ph. D. East Carolina University 2017
Bibliography note	Includes bibliographical references.
Technical details	System requirements: Adobe Reader.
Technical details	Mode of access: World Wide Web.

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An evaluation of deferred time-out to treat noncompliance in the classroom setting / by Jessica M. Buzenski.

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