Use of the timeout ribbon procedure during community-based instruction.

Abstract

Involvement in community-based instruction can be adversely affected when students engage in behavior that interferes with participation in instruction. A multiple probe across settings design with an embedded reversal was used to investigate the effectiveness of the nonseclusionary timeout ribbon procedure for two middle-school students with moderate mental retardation in community and school settings. An athletic wristband served as the timeout ribbon, which functioned as the stimulus for the availability of reinforcement. When the student was wearing the wristband, he could earn reinforcers. On occurrence of inappropriate behavior, the wristband was removed and the student was placed in nonseclusionary timeout. Implementation of the timeout ribbon procedure resulted in target behaviors reduced to zero occurrences for both youths. This was maintained at a 2-week follow-up, even as the reinforcement schedule was thinned. The timeout ribbon procedure provided an efficient, effective, and socially valid means of supporting positive behavior across settings for these students.