Teaching College Students the Evidence-based Procedural Components of Time Out by Madison Schoen, Bachelor of Science

• Main Author: Schoen, Madison
• Language: EN
• Published: Southern Illinois University at Edwardsville 2018
• Subjects: Clinical psychology
• Online Access: http://pqdtopen.proquest.com/#viewpdf?dispub=10808595

<p> Disciplining children has been a topic of discussion for many years now. One of the most popular methods of discipline is time out. The term time out refers to &ldquo;a period of time in a less reinforcing environment made contingent on a behavior&rdquo; (Brantner &amp; Doherty, 1983, p. 87). Time out has been studying for many years and research has supported different procedural components to time out. Using evidence-based components, this study focuses on teaching college students how to facilitate a proper time out procedure. The following procedural components are the chosen main components to examine; time in, verbal warning, immediacy, limited reinforcing location, escape plan, release strategies, and consistency. The current study examines the impact of teaching undergraduate students these procedural components and gains a better idea of this population&rsquo;s attitudes, opinions, and future likelihood of use for the time out technique. A possible predictor of perceived parenting style was also included in the model. Results indicated that learning the procedural components of time out in depth did increase individuals&rsquo; knowledge and attitudes towards this particular discipline strategy. It was also found that future likelihood of using time out was not influenced by the information presented, nor was parenting style a strong predictor for any of the three variables.</p><p>