<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 “a period of time in a less reinforcing environment made contingent on a behavior” (Brantner & 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’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’ 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>
| Identifer | oai:union.ndltd.org:PROQUEST/oai:pqdtoai.proquest.com:10808595 |
| Date | 12 June 2018 |
| Creators | Schoen, Madison |
| Publisher | Southern Illinois University at Edwardsville |
| Source Sets | ProQuest.com |
| Language | English |
| Detected Language | English |
| Type | thesis |
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