The Use of a Time-Out Ribbon and Precision Requests to Improve Child Compliance in the Classroom

Abstract

To increase the compliance of a preschool student with disabilities, the combined and separate effects of a time-out ribbon procedure and a precision request format were examined. A time-out ribbon and precision request format were evaluated with an ABACBC single subject replication design. The percent of child compliance was recorded during circle time. When the time-out ribbon procedure was used, compliance increased. When precision requests were added to the time-out ribbon procedure, there was an even greater increase in compliance. Implications for using the time-out ribbon procedure and precision request format with preschool children with disabilities in a classroom are discussed.