The detrimental effects of physical restraint as a consequence for inappropriate classroom behavior.
Functional analyses produced inconclusive results regarding variables that maintained problem behavior for 2 students with developmental disabilities. Procedures were modified to include a contingent physical restraint condition based on in-class observations. Results indicated that tinder conditions in which physical restraint (i.e., basket-hold timeout) was applied contingent on problem behavior, rates of these behaviors increased across sessions for both subjects. Implications for the use of physical restraint in the classroom are discussed.
Magee
S K
SK
University of North Texas, USA.
Ellis
J
J
D000293:Adolescent; D000374:Aggression / Q000523:psychology*; D001521:Behavior Therapy / Q000379:methods; D002547:Cerebral Palsy / Q000523:psychology / Q000534:rehabilitation; D002658:Developmental Disabilities / Q000523:psychology / Q000534:rehabilitation*; D004314:Down Syndrome / Q000523:psychology / Q000534:rehabilitation; D006801:Humans; D008297:Male; D011678:Punishment / Q000523:psychology*; D012054:Reinforcement, Psychology; D012149:Restraint, Physical / Q000009:adverse effects*; D012920:Social Behavior Disorders / Q000175:diagnosis* / Q000628:therapy