Teachers' Use of Reinforcement and Time-Out Procedures to Modify Disruptive Classroom Behavior of Special Education Students

In a classroom for behaviorally disturbed, learning impaired children, two studies were conducted which examined the utility of teacher-implemented behavioral treatment methods in modifying disruptive behavior of two students. Study I revealed that time-out was an effective intervention for eliminating screaming behavior. Study II showed that the differential, reinforcement of other behavior (DRO) controlled repetitive disruptive verbalizing. In both cases treatment procedures were acceptable to the teachers, were economical in terms of implementation, allowed for consistent monitoring and produced rapid and stable positive behavior change.