Definition of Punishment by Removal of a Stimulus

Chapter 15

Definition of Punishment by Removal of a Stimulus

•Stimulus

•

•That the future probability of that response

•The in the response is a critical feature in defining punishment

Example

Time-Out from Positive Reinforcement

•The of the to earn , or

•The for a specified period of time

•Contingent upon the occurrence of a target behavior

•If the effect of these is to decrease the future probability of the behavior, then this procedure has functioned as a punisher for the behavior

Important Aspects of Time-Out

•The discrepancy between “time-out” and “” must be great

•The loss of access to reinforcement must be

•There is a resultant (otherwise it is likely not time-out from reinforcement because the EO that preceded the behavior was not a reinforcing, “time-in” environment)

Time-Out Procedures

•Nonexclusion

–Planned ignoring

–Withdrawal of a specific positive reinforcer

–Contingent observation

–Time-out ribbon

•Exclusion

–Time-out room

–Partition time-out

–Hallway time-out

Nonexclusion Time-Out

•The individual is physically from time-in setting

•However, position within the environment may shift

Planned Ignoring

• —usually attention, physical contact, or verbal interaction—are removed for a brief period

–Systematically looking away from the student

–Remaining quiet

–Refraining from any interaction for a specified period of time

•Planned ignoring is

–

–

–

Withdrawal of a Specific Positive Reinforcer

•Some sort of that is already present is for a brief period of time contingent upon a target behavior, and then reinstated

•Can be implemented as a group contingency

Contingent Observation

•The individual is

–is still possible

–Access to reinforcement is lost, however

Time-Out Ribbon

•A is placed on the child’s wrist and is

–Child earns reinforcers when it is on

•Contingent upon a target behavior, for a specified period of time

–All social interaction is terminated

–Other reinforcers are also withheld

Exclusion Time-Out

•The individual is for a specified period of time

•Contingent upon the occurrence of a target behavior

–Time-out room

–Separated by partition

–Placed in hallway

Time-Out Room

•A confined space outside the individual’s normal educational or treatment environment

•It is devoid of any ; also minimally furnished

•It is (adequate heat and light), (but not locked) and

•Near time-in setting

Advantages of Time-Out Rooms

•Opportunity to acquire reinforcement is or ______substantially

•After a few exposures, students learn to discriminate it from other rooms (making the time-in setting more desirable)

•Decreases risk of

Disadvantages of Time-Out Rooms

•Must students to time-out

•May result in

•Access to is prohibited

•Individuals may engage in behaviors (e.g., self-injury) that should be stopped but go undetected

•Negative

Partition Time-Out

•Individuals remain in time-in setting, but their view within the setting is restricted by a partition, wall, or cubicle

•Advantage: Keeps individual in

•Disadvantages: Individual still may be able to obtain

Hallway Time-Out

•Individual sits in or treatment area

•

–Individual can obtain from a multitude of sources

–Child can easily

Desirable Aspects of Time-Out

• (especially nonexclusion time-out)

• (especially nonexclusion)

•of problem behavior

•Easily combined with other procedures, such as differential reinforcement

Effective Use of Time-Out

•

–Utilize differential reinforcement to reinforce alternative and incompatible behaviors

•

–All parties (including the target individual) should have explicit, observable definitions of the problem behavior

•Define procedures for the

–Initial duration should be

–Longer than ineffective

•Define

–If individual is misbehaving when time-out ends, it should be continued until inappropriate behavior ceases

•Exclusion vs. nonexclusion time-out

–Consider that may prevent exclusion time-out

–Physical factors (i.e., lack of appropriate space) may prevent exclusion time-out

•

–Target behaviors, duration, exit criteria

•Obtain

–approvals

–approvals

•Apply

•

–Target behavior should decrease

–Track frequency and duration of time-outs

–Also track collateral behaviors for side effects

•Consider

•Consider

Response Cost

•Loss of a

•Contingent upon a target behavior

•Reduces the future probability of the target behavior

•Examples: reclaiming awards or stickers, “fines” (e.g., loss of tokens or money)

Example

Desirable Aspects of Response Cost

•Produces

•and to implement (can be incorporated into existing token or allowance programs)

•Is easily combined with other approaches (such as differential reinforcement)

Methods of Response Cost

•Direct fine

•Bonus response cost

•Combined with positive reinforcement

•Group arrangements

Fines

•Directly fine a specific amount of the positive reinforcer

•Consider legal and ethical appropriateness

–e.g., denying access to food and free time may be unethical or undesirable

–Obtain permission from human rights review committees

Bonus Response Cost

•Make available to the individual, specifically for removal during a response-cost contingency

•This may many of the involved with response cost

Combining with Positive Reinforcement

•Combine with point/token programs (differential reinforcement)

•Advantages

–If all points or tokens are not lost, they can be exchanged for back-up reinforcers

–The use of reinforcers reduces the legal and ethical concerns

Combining with Group Contingencies

•Contingent upon of a group, the loses a specified amount of reinforcement

Effective Use of Response Cost

•Specifically that will result in response cost, as well as the

•Establish with the response-cost procedure, and explain these

•Greater fines should be associated with

–Be cautious of making fines so great that the individual becomes “bankrupt”

•Fines should be posed

•Response cost vs. bonus response cost

–Use least aversive initially (bonus response cost)

•Increases acceptability

•Decreases emotional outbursts

•Ensure (decrease likelihood of “bankruptcy”)

•Be prepared for outcomes

–Response cost can reinforce rather than punish undesirable behavior

–Individuals can refuse to give up positive reinforcers

•Avoid overuse

•Keep records to evaluate effectiveness

Response Cost Considerations

•Increased may occur

– when possible

•Either don’t use response cost if this is expected

•Or be prepared to ride out the storm

•Avoidance of the person who administers response cost or the setting may occur

–These become “”

–Make sure positive reinforcement is available for appropriate behavior to reduce the likelihood of this outcome

•may occur

–Response cost may unintentionally suppress other, desirable behaviors, as well as the target problem behaviors

•Response cost calls attention to

•Be prepared for unpredictability