Abstract
Four behaviorally disordered children from experimental classrooms were studied for their response to time-out from positive reinforcement. In a within-subject design, time-out contingencies were initially presented to two children without instruction. Following a reversal, the contingencies were then verbalized in a brief factual statement. This order was reversed for two other subjects. The results indicated that both contingencies were effective in reducing disruptive classroom behavior. A brief factual instruction or reason for the contingency did not facilitate the discrimination or application of time-out.
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