definition stimulus removed contingent upon a response that decreases the future probability of that...
TRANSCRIPT
DefinitionStimulus removed contingent upon a
response that decreases the future probability of that response.
The future decrease in the response is a critical feature in defining punishment
Punishment by contingent removal of a stimulusFuture Frequency
Stimulus Change
Stimulus Applied
Stimulus Removed
Behavior is reduced
Type I
Positive Punishment
Type II
Negative Punishment
ExampleSD
Adult says, “Let’s open
our books to page 12.
Each of you should read
the first paragraph to your buddy.”
Response
Child pokes his
buddy
SR-
Adult places child in time
out (peer attention is removed)
Poking a buddy occurs less often in the future when the teacher gives a classroom instruction and peer buddies are available.
EO
Child is participating in classroom
buddy activities,
where attention
from peers (a positive
reinforcer) is available.
Time-out from Positive ReinforcementIs the withdrawal of the opportunity to
earn positive reinforcement, or loss of access to reinforcers for a specified period of time
Is contingent upon the occurrence of a target behavior
Important Aspects of Time-outThe discrepancy between “time-out” and
“time-in” must be greatThe loss of access to reinforcement must
be contingent upon a target behaviorMust be a decrease in the behavior
Time-out ProceduresIsolationNonexclusion
Planned ignoringWithdrawal of a specific positive reinforcerContingent observationTime-out ribbon
ExclusionTime-out roomPartition time-outHallway time-out
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IsolationOrganism is isolated from the source of the
reinforcement.Put the person in another room.
NOTE: Isolation does not equal Seclusion or Solitary Confinement such as placing the person in a dark closet.
Nonexclusion Time-outThe individual is not completely removed
physically from time-in settingHowever, position within the environment
may shift
Planned IgnoringSocial reinforcers--usually attention,
physical contact, or verbal interaction--are removed for a brief periodSystematically looking away from the
studentRemaining quietRefraining from any interaction for a
specified period of timePlanned ignoring is
NonintrusiveQuickConvenient
Withdrawal of a Specific Positive ReinforcerSome sort of positive reinforcer that is
already present is removed for a brief period of time contingent upon a target behavior, and then reinstated
Can be implemented as a group contingency
Contingent ObservationThe individual is repositioned within the
existing settingObservation of ongoing activities is still
possibleAccess to reinforcement is lost, however
Time-out RibbonA colored band is placed on the child’s
wrist and is discriminative for receiving reinforcementChild earns reinforcers when it is on
Contingent upon a target behavior, the colored band is removed for a specified period of timeAll social interaction is terminatedOther reinforcers are also withheld
Exclusion Time-outThe individual is removed, physically, from
the environment for a specified period of timeContingent upon the occurrence of a target
behaviorTime-out roomSeparated by partitionPlaced in hallway
Time-out RoomA confined space outside the individual’s
normal educational or treatment environmentIt is devoid of any positive reinforcers; also
minimally furnishedIt is safe (adequate heat and light), secure
(but not locked) and temporaryNear time-in setting
Advantages of Time-out RoomsOpportunity to acquire reinforcement is
eliminated or reduced substantiallyAfter a few exposures, students learn to
discriminate it from other rooms (making the time-in setting more desirable)
Decreases risk of student hurting other students
Disadvantages of Time-out RoomsMust escort students to time-outMay result in resistance, emotional
outburstsAccess to ongoing instruction is prohibitedIndividuals may engage in behaviors (e.g.,
self-injury) that should be stopped but go undetected
Negative public perception
Partition Time-outIndividual remains in time-in setting, but his
view within the setting is restricted by a partition, wall, or cubicle
Advantage: Keeps individual in instructional setting
Disadvantages: Individual still may be able to obtain covert reinforcement, negative public perception
Hallway Time-outIndividual sits in hallway outside of
classroom or treatment areaNot highly recommended strategy
Individual can obtain reinforcement from a multitude of sources
Child can escape easily
Desirable Aspects of Time-outEase of application (especially nonexclusion
time-out)Acceptability (especially nonexclusion)Rapid suppression of problem behaviorEasily combined with other procedures, such
as differential reinforcement
Effective Use of Time OutReinforce and enrich the time-in
environmentUtilize differential reinforcement to
reinforce alternative and incompatible behaviors
Clearly define the behaviors leading to time-outAll parties (including the target individual)
should have explicit, observable definitions of the problem behavior
Effective Use of Time OutDefine procedures for the duration of time-
outInitial duration should be shortLonger than 15 minutes ineffective
Define exit criteriaIf individual is misbehaving when time-out
ends, it should be continued until inappropriate behavior ceases
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Two General RulesAvoid durations that are in excess of what is
necessary to decrease the behavior.Try to keep the organism in the learning
environment as long as possible.
Avoid inadequate or excessive durations that may increase the behavior.
Effective Use of Time OutExclusion vs. nonexclusion time-out
Consider institutional policies that may prevent exclusion time-out
Physical factors (i.e., lack of appropriate space) may prevent exclusion time-out
Explain time-out rules to the individualTarget behaviors, duration, exit criteria
Obtain permissionAdministrative approvalsParental approvals
Effective Use of Time OutApply consistentlyEvaluate effectiveness
Target behavior should decreaseTrack frequency and duration of time outsAlso track collateral behaviors for side
effectsConsider other optionsConsider legal and ethical issues
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ScaleMost to Least ExtremeSeclusion Put in a bare room.Exclusion Put in another part of a room.Contingent Observation.
Removes the child to the periphery of the activity. Kid observes others.
Removal of reinforcement.Take away the stimulating event.
Ignore the person. 5 sec. – 3 hoursProblem, the longer the duration, the more self
stimulation or aggression may occur.
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Important Parameters for Time Out
Giving explanations does not increase the effectiveness of the time out.Long discussions may actually be
reinforcing.May actually decrease the effectiveness of
the timeout.Warnings can increase the effectiveness if
combined with timeout.Have a 5-10 second grace period.E.g., “You are not supposed to be doing ___”
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Points to Note1. Time out is not extinction.2. Key – Place the kid in a less reinforcing
environment. Must be a distinct difference between Time
in and Time out.3. “Removal of reinforcement is aversive for
every individual across all contexts” is not an accurate statement.One person’s punishment may be another’s reinforcement.
Response CostLoss of a specific amount of reinforcementContingent upon a target behaviorReduces the future probability of the
target behaviorExamples: reclaiming awards or stickers,
“fines” (e.g., loss of tokens or money)
SD
Adult says, “Let’s open
our books to page 12.
Each of you should read
the first paragraph to your buddy.”
Response
Child pokes his
buddy
SR-
5 minutes of the recess
time is removed
Poking a buddy occurs less often in the future when the teacher gives a classroom instruction and recess is available.
EO
Child has 15 minutes of recess on schedule
every morning.
Desirable aspects of Response CostProduces rapid decreases in the target
behaviorConvenient and easy to implement (can be
incorporated into existing token or allowance programs)
Is easily combined with other approaches (such as differential reinforcement)
Methods of Response CostDirect fineBonus response costCombined with positive reinforcementGroup arrangements
FinesDirectly fine a specific amount of the
positive reinforcerConsider 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 CostMake additional reinforcers available to the
individual, specifically for removal during a response-cost contingency
This may relieve many of the legal and ethical dilemmas involved with response cost
Combining with Positive ReinforcementCombine 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 reduce the legal and ethical concerns
Combining with Group ContingenciesContingent upon any member of a group, the
entire group loses a specified amount of reinforcement
Effective Use of Response CostSpecifically define the target behaviors
that will result in response cost, as well as the fines
Establish rules for refusals to comply with the response-cost procedure, and explain these
Greater fines should be associated with more severe forms of problem behaviorBe cautious of making fines so great that
the individual becomes “bankrupt”
Effective Use of Response CostFines should be posed immediatelyResponse cost vs. bonus response cost
Use least aversive initially (bonus response cost) Increases acceptability Decreases emotional outbursts
Ensure reinforcement reserve (decrease likelihood of “bankruptcy”
Effective Use of Response CostBe prepared for unplanned or unexpected
outcomesResponse cost can reinforce rather than punish
undesirable behaviorIndividuals can refuse to give up positive
reinforcersAvoid overuseKeep records to evaluate effectiveness
Response Cost ConsiderationsIncreased aggression may occur
Ignore emotional outbursts 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 occurThese become “conditioned aversive stimuli”Make sure positive reinforcement is available
for appropriate behavior to reduce the likelihood of this outcome