Negative Punishment: Punishment by Removal of a Stimulus

1. Negative Punishment:Punishment by Removal of a Stimulus

2. Definition • Stimulus 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

3. Punishment by contingent removal of a stimulus

4. Example EO Child is participating in classroom buddy activities, where attention from peers (a positive reinforcer) is available. 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- 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.

5. Time-out from Positive Reinforcement • Is 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

6. Important Aspects of Time-out • The discrepancy between “time-out” and “time-in” must be great • The loss of access to reinforcement must be contingent upon a target behavior • Must be a decrease in the behavior

7. Time-out Procedures • Isolation • Nonexclusion • Planned ignoring • Withdrawal of a specific positive reinforcer • Contingent observation • Time-out ribbon • Exclusion • Time-out room • Partition time-out • Hallway time-out

8. Isolation • Organism 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.

9. Nonexclusion Time-out • The individual is not completely removed physically from time-in setting • However, position within the environment may shift

10. Planned Ignoring • Social reinforcers--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 • Nonintrusive • Quick • Convenient

11. Withdrawal of a Specific Positive Reinforcer • Some 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

12. Contingent Observation • The individual is repositioned within the existing setting • Observation of ongoing activities is still possible • Access to reinforcement is lost, however

13. Time-out Ribbon • A colored band is placed on the child’s wrist and is discriminative for receiving reinforcement • Child earns reinforcers when it is on • Contingent upon a target behavior, the colored band is removed for a specified period of time • All social interaction is terminated • Other reinforcers are also withheld

14. Exclusion Time-out • The individual is removed, physically, from the environment for a specified period of time • Contingent upon the occurrence of a target behavior • Time-out room • Separated by partition • Placed in hallway

15. Time-out Room • A confined space outside the individual’s normal educational or treatment environment • It is devoid of any positive reinforcers; also minimally furnished • It is safe (adequate heat and light), secure (but not locked) and temporary • Near time-in setting

16. Advantages of Time-out Rooms • Opportunity to acquire reinforcement is eliminated or reduced substantially • After 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

17. Disadvantages of Time-out Rooms • Must escort students to time-out • May result in resistance, emotional outbursts • Access to ongoing instruction is prohibited • Individuals may engage in behaviors (e.g., self-injury) that should be stopped but go undetected • Negative public perception

18. Partition Time-out • Individual 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

19. Hallway Time-out • Individual sits in hallway outside of classroom or treatment area • Not highly recommended strategy • Individual can obtain reinforcement from a multitude of sources • Child can escape easily

20. Desirable Aspects of Time-out • Ease of application (especially nonexclusion time-out) • Acceptability (especially nonexclusion) • Rapid suppression of problem behavior • Easily combined with other procedures, such as differential reinforcement

21. Effective Use of Time Out • Reinforce and enrich the time-in environment • Utilize differential reinforcement to reinforce alternative and incompatible behaviors • Clearly define the behaviors leading to time-out • All parties (including the target individual) should have explicit, observable definitions of the problem behavior

22. Effective Use of Time Out • Define procedures for the duration of time-out • Initial duration should be short • Longer than 15 minutes ineffective • Define exit criteria • If individual is misbehaving when time-out ends, it should be continued until inappropriate behavior ceases

23. Two General Rules • Avoid 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.

24. Effective Use of Time Out • Exclusion 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 individual • Target behaviors, duration, exit criteria • Obtain permission • Administrative approvals • Parental approvals

25. Effective Use of Time Out • Apply consistently • Evaluate effectiveness • Target behavior should decrease • Track frequency and duration of time outs • Also track collateral behaviors for side effects • Consider other options • Consider legal and ethical issues

26. ScaleMost to Least Extreme • Seclusion 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 hours • Problem, the longer the duration, the more self stimulation or aggression may occur.

27. 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 ___”

28. Points to Note • Time out is not extinction. • Key – Place the kid in a less reinforcing environment. • Must be a distinct difference between Time in and Time out. • “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.

29. Response Cost • Loss of a specific amount of reinforcement • 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)

30. Example EO Child has 15 minutes of recess on schedule every morning. 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.

31. Desirable aspects of Response Cost • Produces rapid decreases in the target behavior • Convenient and easy to implement (can be incorporated into existing token or allowance programs) • Is easily combined with other approaches (such as differential reinforcement)

32. Methods of Response Cost • Direct fine • Bonus response cost • Combined with positive reinforcement • Group arrangements

33. 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

34. Bonus Response Cost • Make 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

35. 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 reduce the legal and ethical concerns

36. Combining with Group Contingencies • Contingent upon any member of a group, the entire group loses a specified amount of reinforcement

37. Effective Use of Response Cost • Specifically 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 behavior • Be cautious of making fines so great that the individual becomes “bankrupt”

38. Effective Use of Response Cost • Fines should be posed immediately • Response cost vs. bonus response cost • Use least aversive initially (bonus response cost) • Increases acceptability • Decreases emotional outbursts • Ensure reinforcement reserve (decrease likelihood of “bankruptcy”

39. Effective Use of Response Cost • Be prepared for unplanned or unexpected 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

40. Response Cost Considerations • Increased 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 occur • These become “conditioned aversive stimuli” • Make sure positive reinforcement is available for appropriate behavior to reduce the likelihood of this outcome

41. Response Cost Considerations • Collateral reductions of desirable behaviors may occur • Response cost may unintentionally suppress other, desirable behaviors, as well as the target problem behaviors • Response cost calls attention to inappropriate behaviors • Be prepared for unpredictability