| Abstract: | The present study examined the effects of the clock-light cueing device as part of a paradigm designed to control classroom behavior. The results indicated that the clock-light cueing device is an effective instrument in helping to reduce the time spent in disruptive behavior in the classroom. The results further indicated that decreasing the time spent in undesirable behaviors in a classroom does not necessarily decrease the frequency of these behaviors. Implications for treatment and further research are discussed. |
