Vicarious Effects of Time-Out in the Modification of Aggression in the Classroom

Abstract

This study was designed to assess the vicarious effects of time-out applied to a child's aggressive behaviors in the classroom. In an ABAB replication design, aggressive behaviors by a child in a classroom were followed by 5-minute periods of social isolation. The aggressive behaviors of untreated classmates were also monitored. Time-out contingencies were associated with a reduction in the levels of aggressive behavior in treated and untreated subjects. Decisions to change between phases were based on statistical stabilization of the percentage of intervals in which aggression occurred within each phase.