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Behp 5049 > Unit 5 > Flashcards

Unit 5 Flashcards

1
Q

Using Extinction and Punishment: Cautionary Notes

A
  • Extinction & punishment are reductive procedures (consequence-based manipulations used to reduce bx); these should not be used in isolation
  • Other interventions should be tried b4 using punishment
  • Safety must be a priority
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2
Q

Focus of ABA Interventions

A
  • When writing behavioral programs targeting Bx excesses, Use:
  • Antecedent interventions to avoid/ abate prob Bx
  • Reinforcement procedures for appropriate alternatives
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3
Q

Fair Pair Rule

A
  • When a response is targeted for reduction, 1 or more replacement responses must be targeted for acquisition
  • Can’t just target bx for reduction
  • Must also teach something to replace/ displace prob bx
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4
Q

Safety Plans

A
  • Steps to reduce risks to the individual & the Env around them during assessment
  • Typically, environmental modifications
  • Designed during the functional assessing process
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5
Q

Extinction

A
  • The discontinuation of reinforcement for a previously reinforced response which results in a decrease in a dimension of that behavior
  • Requires a reinforcement history
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6
Q

Extinction is NOT

A
  • Any decrease in responding regardless of the procedure used
  • Decrease in responding due to:
  • Lack of opportunity to emit the response
  • The passage of time
  • Satiation
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7
Q

Which best describes operant extinction?

A

-A response no longer results in the reinforcement it previously produced; as a result the response occurs less often

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8
Q

Extinction as a Behavioral Process

A

A decline in the rate of Bx as a result of the discontinuation os a previously reinforcing consequence

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9
Q

Extinction as a procedure

A

Discontinuation of a reinforcement for a previously reinforced response

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10
Q

What is the mechanism underlying the effectiveness of extinction?

A

-Discontinuation the contingency btw Bx and consequence

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11
Q

The contingency broken during extinction is one between:

A

A response & the reinforcing consequence

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12
Q

Implementing extinction as a procedure is dependent upon identifying the maintaining consequence of the response.

a. True
b. False

A

a. True

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13
Q

Extinction for behavior maintained by positive reinforcement involves withholding the:

A

-Appetitive stimulus

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14
Q

What would extinction for a behavior maintained by positive reinforcement involve?

A

Withholding a preferred item contingent on inappropriate bx

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15
Q

Extinction for a behavior maintained by negative reinforcement involves keeping an aversive stimulus present even after a response occurs.

a. True
b. False

A

a. True

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16
Q

Extinction Procedure Vs. Process

A

Procedure: How we do it

  • Depends on the function of the Bx
  • Process: What happens to bx as a result of a new contingency
  • Reduction in the response rate
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17
Q

More Non-e.g. of Extinction

A
  • Staff block Kyle from punching his head; punching head decreases
  • Susie in the Posey mitts; stops picking her scabs
  • Remember: Behavior must be able to occur & not contact Rx for contingency to break & extinction to occur
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18
Q

A teacher continues to present a worksheet following an instance of spitting that has resulted in escape from the worksheet in the past. Spitting then decreases. What is this?

A

-Extinction for SR-

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19
Q

The BCBA will remove a toy any time that her client engages in aggression that has resulted in access to the toy in the past. Aggression then decreases. What is this?

A

-An Sp- contingency

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20
Q

Oda will engage in tantrums to escape difficult task demands. Her teacher only presents easy tasks. Tantrums then decrease. What is this?

A

-An AO for Sr-

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21
Q

A contingency can only be said to be broken through extinction if the individual is ______ to engage in the response and the reinforcing consequence ______ follow.

A

-Able; Does Not

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22
Q

Learning to Implement Extinction:

A Warning

A

*The steps or procedures being described do NOT constitute prescription of treatment

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23
Q

Before Implementing Extinction

A
  • Must conduct a thorough functional assessment

- Must ensure the Environment will support the intervention

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24
Q

A Note on Differential Reinforcement

A
  • Don’t forget about the Fair Pair Rule

- Since intermittent reinforcement is likely, better make sure we are teaching an appropriate response

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25
Q

Note on The Matching Law

A
  • Allocation of responding to the relative rates of reinforcement
  • Be sure higher quality reinforcement follows appropriate responses on thicker schedule of reinforcement than target problem Bx
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26
Q

The matching law states that organisms match relative rates of behavior to relative rates of:

A

-Reinforcement

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27
Q

Since it is not likely that the natural environment will support extinction for every response, it is important to reinforce appropriate behaviors on a:

a. Lean schedule
b. Dense schedule

A

b. Dense schedule

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28
Q

Extinction for Behavior Maintained by Attention: Considerations

A
  • Must identify all forms if attention that will function as a reinforcer
  • Must be able to withhold all forms of attention that will function as a reinforcer
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29
Q

Extinction for Behavior Maintained by Attention: Considerations (Con..t)

A
  • Must adequately prepare family &/ or staff to correctly implement the procedures
  • Intermittent Rx is likely to occur
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30
Q

Extinction for Behavior Maintained by Attention: Basic Procedures

A
  • Withhold all forms of attention when prob Bx occur
  • Wait for period of “calm”, defined as the absence of problem, bx before engaging with individual
  • Deliver attention for appropriate responses
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31
Q

Extinction for Behavior Maintained by items/ Activities: Considerations

A
  • Must identify all forms of tangible items &/or activities that are functioning as Rx
  • Must be able to withhold all forms of tangible items &/ or activities that are functioning as Rx
  • Don’t offer alternatives after prob bx
  • Don’t offer the original denied option in exchange for de-escalation of bx
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32
Q

Extinction for Behavior Maintained by Items/ Activities: Procedures

A
  • Withhold all forms of access to items &/ or activities when prob bxs occur
  • Wait for period of “calm,” defined as the absence of prob bx before engaging with individual
  • Deliver items &/ or activities for appropriate responses
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33
Q

When withholding a preferred item following problem behavior it is important to:

A

-Withhold access to all items and activities

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34
Q

Extinction for Behavior Maintained by Escape: Procedures

A
  • Escape Extinction: The non-removal of an aversive stimulus or condition (e.g. an academic task) contingent on bx
  • Can include guiding the individual through the task if appropriate
  • Can involve waiting the individual out until the task is completed
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35
Q

Extinction for Behavior Maintained by Avoidance: Procedures

A
  • Reflexive conditioned establishing operation (CEO-R) for Sr-. Correlated with a worsening condition; evokes bx which results in its own termination
  • When implementing extinction, that stimulus persists following the response
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36
Q

Extinction for Behavior Maintained by Escape/ Avoidance: Considerations

A
  • Must identify all forms of escape that will function as Rx
  • Must be able to withhold all forms of escape that will function as Rx
  • Don’t offer alternatives after problem bxs
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37
Q

List at least two ways escape extinction can be carried out:

A

“Escape extinction can be carried out by guiding the individual through the task, or by not removing the aversive stimulus contingent on behavior” or, “By waiting until the individual completes the task”

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38
Q

When a behavior no longer results in the removal of an aversive stimulus, which procedure is being implemented?

A

-Escape Extinction

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39
Q

The Issue of “Automatic”

A
  • Means reinforcement occurs without social mediation
  • May sometimes be applied loosely to bxs with a sensory component
  • Often a default explanation
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40
Q

The Issue of “Automatic”

Con…t

A
  • What is the actual reinforcer?
  • Does the response add something or remove something to/ from the individual’s env?
  • Vollmer’s proposed intervention (cooper et al., 2020)
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41
Q

Extinction for Behavior Maintained by “Sensory” Effects: Considerations

A
  • Requires more sophisticated analysis

- Maybe extremely difficult to manage the actual maintaining variables

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42
Q

Extinction Vs. Response Prevention

A
  • Extinction involves the discontinuation of Rx following the response
  • Breaks the contingent relation btw response & Rx
  • The response needs to be able to occur for extinction to occur
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43
Q

Sensory extinction involves allowing the individual to satiate by engaging in the target behavior continuously.

a. True
b. False

A

B. False

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44
Q

Josefine’s therapist will hold down her hands so that she cannot hit her head. Is this an example of extinction?

a. Yes
b. No

A

b. NO

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45
Q

Oline’s lip biting is maintained by sensory stimulation so her dad puts numbing gel on her lips to reduce the sensation she gets from biting. Is this an example of extinction?

a. Yes
b. No

A

a. Yes

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46
Q

A Note on Prepping Caregivers

A
  • Can the caregivers do it?
  • Do the caregivers want to do it?
  • Will the environment support it?
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47
Q

A Moment for Precision on Terms

A
  • Cooper et al. (2020): The extinction burst in an immediate Increase in The Rate of the response
  • Pierce & Cheney (2017): When extinction is started, operant Bx tends to increase in frequency
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48
Q

A Moment for Precision on Terms (Con..t)

A
  • Cooper et al. (2020: Includes response variation & initial increases in response magnitude as side effects
  • Separate from extinction burst
  • Pierce & Cheney (2017): In addition to extinction bursts, operant bx becomes increasingly variable
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49
Q

Unwanted Effects of Extinction

A
  • Extinction burst
  • Increase in magnitude
  • Response variation
  • Extinction-induced aggression
  • Emotional responses
  • Spontaneous recovery
  • Resurgence
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50
Q

The most precise use of the term “extinction burst” refers to not only an increase in rate of a behavior following extinction, but also response variation.

a. True
b. False

A

b. False

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51
Q

Extinction Burst

A
  • Immediate, but temporary increase in the rate of responding
  • How long the “Burst” lasts & how high the rates get can be tied to the individual history of Rx
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52
Q

Increase in Response Magnitude

A

-Increases in the “intensity” of a response following extinction

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53
Q

Increase in Response Magnitude E.g.

A
  • Individual who screams may start to scream at louder volumes
  • Individual who taps shoulder may start to tap harder and harder
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54
Q

Petra presses the button to call the elevator at her apartment complex. The button does not illuminate as it usually does, so Petra pushes it again a little harder. What is this?

a. Extinction burst
b. Increase in magnitude

A

b. Increase in magnitude

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55
Q

Petra presses the button to call the elevator at her apartment complex. The button does not illuminate as it usually does, so Petra pushes it again a few more times. What is this?

a. Extinction burst
b. Increase in magnitude

A

a. Extinction Burst

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56
Q

Extinction-Induced Response Variation

A
  • The emergence of new or novel responses

- Some response variations will be problematic, some maybe appropriate

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57
Q

Extinction-Induced Response Variation E.g.

A
  • Timothy & the TV remote:
  • Press the “Last” button
  • Press the actual channel #
  • Bang the remote against his hand
  • Bang the remote against the table
  • “Roll” the batteries
  • Replace the batteries
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58
Q

Extinction-Induced Aggression

A

*The appearance of bxs such as hitting, biting, pushing &/ or damage to property as a result of exposure to extinction

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59
Q

Extinction-Induced Aggression E.g.

A
  • Petra & the pencil
  • After several failed attempts to get out of a less preferred task, what’s left?
  • Try stabbing the teacher with the pencil
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60
Q

Emotional Response

A

-Responses such as crying and/ or apologizing e.g. “Why do you hate me so much?”

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61
Q

Jenna would often bite to get adult attention. Her mother recently began implementing extinction. As a result, Jenna began crying and scratching her mother. Select all unwanted effects that were demonstrated in this scenario:

A
  • Extinction-induced response variation

- Extinction-induced aggression

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62
Q

Anahera would often swipe materials off her desk to escape task demands. Following escape extinction, Anahera began to flail her hands in the air and smack her teacher. Select all unwanted effects that were demonstrated in this scenario:

A
  • Extinction-induced response variation

- Extinction-induced aggression

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63
Q

When Nikau goes to select an item from the vending machine at work, it does not turn on. He presses all of the buttons on the machine and then opens and closes the bottom flap a few times. Select all unwanted effects that were demonstrated in this scenario:

A

-Extinction-induced response variation

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64
Q

Spontaneous Recovery

A

-The reappearance of a Behavior after it decreased following the discontinuation of the response-reinforcer contingency

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65
Q

Resurgence

A

The reappearance of a bx that was decreased or stopped following the withholding of the reinforcer, when a more recent reinforced bx is placed on extinction

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66
Q

Behavioral Contrast

A
  • A shift in response rate on an unchanged component of a multiple schedule due to a change in the second component
  • Changes in rates of responding in one setting following the change in some parameter of reinforcement or punishment in another setting
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67
Q

Daliah texts her friend multiple times for a week. Her friend doesn’t respond back, so Daliah stops texting them for a month. One day, Daliah sends this friend one more text. What is this?

a. Resurgence
b. Spontaneous recovery

A

b. Spontaneous recovery

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68
Q

Tamati likes to make inappropriate jokes in front of his wife to see how she reacts. She recently stopped reacting to his jokes, which made Tamati stop telling them. Tamati then started to pull pranks on his wife which used to upset her. What is this?

a. Resurgence
b. Spontaneous recovery

A

a. Resurgence

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69
Q

Reappearance of a behavior after it decreases following extinction

A

Spontaneous recovery

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70
Q

Immediate, temporary increase in rate of responding

A

Extinction burst

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71
Q

Responses such as crying or an increased heart rate

A

Emotional responding

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72
Q

Following extinction of an initial response, a replacement behavior is also placed on extinction and the initial response returns

A

Resurgence

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73
Q

The emergence of new or novel responses following extinction

A

Response variation

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74
Q

The appearance of responses such as hitting, biting, and/or property destruction following extinction

A

Extinction-induced aggression

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75
Q

Increase in the intensity of a response following extinction

A

Increase in response magnitude

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76
Q

Mitigating the Unwanted Effects of Extinction

A
  • Combine extinction with other procedures (e.g. DRA)
  • Abate prob bx by manipulating MOs
  • Consider moving to a continuous schedule of RX before implementing extinction
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77
Q

Resistance to Extinction

A
  • Refers to the continued responding after the discontinuation of Rx for a given response
  • Can be measured several different ways
  • Can be a result of the schedules of Rx in place prior to implementing the procedure
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78
Q

Partial Reinforcement Extinction

Effect (PREE)

A
  • Posits that intermittent schedules of Rx (partial schedules) are more resistant to extinction when compared to continuous schedules
  • Rationale: Under an intermittent schedule, the organism already has a history of every response NOT producing the reinforcer
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79
Q

Research on the Partial Reinforcement Extinction Effect

A
  • There have been mixed results in recent literature
  • There are potential factors that may be producing these mixed results
  • Still recommended to move from an intermittent schedule to continuous b4 implementing extinction
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80
Q

Behavior that shows resistance to extinction will:

a. Continue to occur
b. Increase over time
c. Cease altogether
d. Decrease more quickly

A

a. Continue to occur

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81
Q

According to the partial reinforcement extinction effect, which schedules of reinforcement are most likely to be resistant to extinction?

A

a. FR1
b. VR15
c. FR20

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82
Q

It is recommended to move from a continuous schedule of reinforcement to an intermittent schedule before placing a behavior on extinction.

a. True
b. False

A

b. False

The recommendation would be to move from an intermittent schedule to a continuous schedule before placing a behavior on extinction.

83
Q

Common Mistakes Made When Using Extinction

A
  • Not adequately preparing caregivers or other supports
  • Intermittent Reinforcement
  • Not attending to the replacement skills
  • Delivering the reinforcer after increases in rate or magnitude
84
Q

Additional Practical Considerations When Using Extinction

A

-Select responses that are lower in effort than the problem bx
-Deliver higher magnitude of Rx for replacement bx (remember the matching law)
-Level of deprivation or satiation
Can we impact the establishing operation for prob bx?

85
Q

Additional Practical Considerations When Using Extinction (Con…t)

A

*Since prob bx is likely to be Rx on an intermittent schedule, Rx replacement Bx on a thicker schedule
*History of Rx for prob bxs
Is there an extended history of the response producing the reinforcer (i.e. # of times the response has produced the reinforcer)

86
Q

When to Avoid Using Extinction

A
  • When we cannot reliably withhold the reinforcer
  • Too many errors in implementation will make extinction ineffective
  • When we need a more immediate reduction in the bx
  • Effects of extinction require repeated contact with contingency
87
Q

When to Avoid Using Extinction (Con..t)

A
  • When the Bx is life threatening or dangerous to self or others
  • There maybe an increase in bx prior to decrease in bx prior tp decrease through extinction
88
Q

In comparison to the reinforcement for problem behavior, the magnitude of reinforcement for the replacement behavior should be:

a. Larger
b. Equal
c. Smaller

89
Q

At the very least, one should always combine extinction with:

A

-Reinforcement

90
Q

Ethical Concerns of Using Extinction

A
  • Consider the impact of the bx
  • Consider the impact of the potential side effects
  • Consider the ability of the env to support the intervention
91
Q

Ethical Concerns of NOT Using Extinction

A
  • Must select the least restrictive intervention likely to be effective
  • Extinction is typically considered less restrictive than punishment
  • Must also consider the most effective intervention
  • Extinction may or may not be the most effective
92
Q

Punishment

A

*An Environmental change that follows a response closely in time, is contingent on that response & Decreases the probability of similar responses under similar circumstances

93
Q

Critical Attributes of Punishment

A
  • Follows a response
  • Has close temporal contiguity
  • Consequence is contingent on the response
  • Defined by its effect on bx
  • Has function-altering effects
94
Q

Important Point Prior to Next section

A
  • Punishment happens!
  • We are Not advocating the use of punishment procedures, though there maybe times when they are necessary & justified
  • However, deselection of bx through punishment has survival value
95
Q

Punishment and Natural Selection

A
  • Humans are still here because of punishment
  • Other species maybe not be as responsive to contact with aversive stimuli
  • Might explain why they ain’t here
  • Responding to aversives can be a genetic trait
96
Q

Punishment and Operant Selection

A
  • The impact of punishment on the individual organism’d learning history
  • Certain bxs get selected out (do not get repeated int he future) through contact with punishment
97
Q

Punishment and Cultural Selection

A

*Experiences with punishment that are passed down to other organisms through info, rules, laws, fables and parables

98
Q

Regarding operant selection, organisms that are sensitive to punishment contingencies are _____ likely to survive because behaviors that produce _____ consequences are no longer repeated.

A

-More, Aversive

99
Q

Positive and Negative Punishment

A
  • Both types have the Same effects
  • Decreases probability of bx
  • They only differ in the type of response-contingent env change which follows the Bx
  • Positive = add (+)
  • Negative = subtract (-)
100
Q

A Note About Punishers

A
  • Punishment is defined by the effect (weakening of bx)
  • Punishers are also defined by thr effect; don’t let the FORM fool you
  • “Good” things to you can be punishers for others
  • “Bad” things to you may not be punishers for others
101
Q

Advantages of Identifying Effective Punishers

A
  • Greater probability of suppressing Bx quickly

* Lower probability of exposing individual to less effective, but equally unpleasant stimuli

102
Q

Advantages of Identifying Effective Punishers (Con..t)

A
  • Increases the likelihood that the most effective punisher & the appropriate magnitude will be selected while decreasing the potential of resistance or habituation
  • Decreases the likelihood that the punishment procedure could function as a reinforcer
103
Q

Which of the following are reasons to conduct a punisher assessment?
(check all that apply)

A
  • Increases the likelihood that the most effective punisher & the appropriate magnitude will be selected
  • Decreases the potential of resistance or habituation
  • Lower probability of exposing the client to unnecessary aversive stimuli
104
Q

2 Parts of Punishment Selection

A
  1. Stimulus avoidance assessment

2. Punisher Assessment

105
Q
  1. Stimulus Avoidance Assessment
A

*An assessment method designed to identify stimuli (items or activities) that the individual avoids or does not prefer

106
Q

Stimulus Avoidance Assessment: Basic Procedure

A
  • Identify stimuli suggested to be potential punishers
  • Identify acceptability of the potential procedures by stakeholders & caregivers
  • Methods: Reports from caregivers, exposure to potential punishment procedures
107
Q

Stimulus Avoidance Assessment: Basic Procedure (Con…t)

A
  • Individual is exposed to one procedure multiple times during a single session
  • Avoidance responses & vocalizations are used as a measure of non-preference for the procedure
  • “Indices” of displeasure
108
Q

To determine effective punishers, one should complete a _____ prior to completing a _____.

A

*Stimulus avoidance assessment, punisher assessment

109
Q

Stimulus Avoidance Assessment in the Literature: E.g. 1

A
  • Developed stimulus avoidance assessment based on prior work by other researchers on stimulus preference assessment
  • Evaluated 9 punishment procedures described in the literature & demonstrated to be effective
  • 1 Session for each procedure was conducted
  • Each session included 20 presentations of the procedure (durations ranged from 15-180s) with 30-s breaks; session terminated after 20 min
110
Q

Stimulus Avoidance Assessment Steps

A
  1. Identify empirically supported punishment procedures
  2. Review these procedures with caregivers & supervisors
  3. Present stimuli to individuals in a trial-based format
  4. Present stimuli on a time-based schedule
111
Q

Stimulus Avoidance Assessment: Steps (Con…t)

A
  1. Present stimuli for various durations
  2. Record in the individual engaged in:
    - Negative vocalizations
    - Avoidance movement
    - Escape from the procedure
    - Positive vocalizations
  3. Identify low, medium, high rankings
112
Q

Punisher Assessment

A

*Assessment to determine the effectiveness of stimuli identified as non-preferred or something the individual will avoid on the rate of response

113
Q

Punisher Assessment (Con…t)

A
  • Collect baseline data of prob Bx
  • Compare several different identified procedures
  • Typically conducted using a multi-element design
114
Q

Punisher Assessment in the Literature: E.g. 1

A

*Compared the effects of the identified low, medium and high stimuli identified during the stimulus avoidance assessment using a multi-element design

115
Q

Punisher Assessment Steps

A
  1. Conduct BL sessions
  2. Randomly present the identified procedures in a multi-element design
  3. Apply the selected procedure for 30 seconds
  4. Compare the rates of response for each identified procedure
116
Q

Stimulus Avoidance & Punishment Assessment: Take-Home Points

A
  • Stimulus Avoidance assessments are a reasonable predictor of effective punishers
  • The selected punisher should be combined with some type of differential reinforcement package
117
Q

Which experimental design is most often used when conducting a punisher assessment?

A

*Multi-element design

118
Q

2 General Types Of Punishment

A
  1. Positive Punishment (Type I)
    - Presentation of an aversive stimulus contingent on Bx
  2. Negative punishment (Type II) -Removal of an appetitive stimulus contingent on Bx
119
Q

Punishment id Defined by its Effect on Behavior

A
  1. Decreases the probability of similar responses under similar circumstances
  2. Must be a decrease in future responding across time for an event to be termed punishment
120
Q

In Type ____ punishment, also known as _____ punishment, an aversive stimulus is introduced contingent on a response.

A

I, Positive

121
Q

In Type II punishment (also known as negative punishment), an appetitive stimulus is removed contingent on a response.

a. True
b. False

122
Q

Positive Punishment

A

*An environmental change in which an aversive stimulus is added (presented)

123
Q

Positive Punishment

A

*An environmental change in which an aversive stimulus is added (presented) or magnified following a response, contingent on that response, that decreases the probability of similar responses under similar circumstances

124
Q

E.g. of Positive Punishment

A
  • Student throws paper on the floor, teacher requires the student to pick up & place the paper in the trash can several times
  • Student talk back to the coach; student is required to run laps
125
Q

Negative Punishment

A

An environmental change in which an appetitive stimulus is subtracted (removed) or attenuated following a response, contingent on that response, that decreases the probability of similar responses under similar circumstances

126
Q

E.g’s of Negative Punishment

A
  • Kyle hits his brother while playing a game & is required to sit & watch his brother play the game for 4 min; there is a decrease in kyle hitting his brother
  • Megan spits at a peer & the teacher removes 2 of her earned token; there is a decrease in Megan’s spitting
127
Q

Non-Examples of Negative Punishment

A
  • Zach bites his fingernails; Grandma puts hot sauce on his fingertips & Zach stops biting his fingernails
  • Oscar’s mom takes his handheld device away for 2hrs every time he spits on the floor; spitting increase
128
Q

Fred has been disrupting the classroom lately. The classroom teacher decides to start sending him to time-out in the hallway each time he is disruptive. The teacher’s data indicate that disruptions are occurring more often. In this case, negative punishment has occurred.

a. True
b. False

129
Q

Alma is cleaning out her garage. She reached into a dark corner to pick up some dust and was bitten by a spider. Subsequently, there has been a decrease in Alma picking up dust in that corner. What has occurred?

A

-Positive Punishment

130
Q

Guidelines for Using Punishment-Based Procedures

A
  • Conduct a Functional assessment
  • Conduct a punisher assessment
  • Use the appropriate magnitude
  • Deliver the punisher early in the sequence or chain
131
Q

Guidelines for Using Punishment-Based Procedures (Con…t)

A
  • Deliver the punisher for every instance of the Bx before thinning the schedule
  • Consider the use of varied punishers
132
Q

Punishment Considerations

A
  • Watch out for conflicting rules
  • Delays to the delivery of the punisher maybe out of our control
  • Be prepared for potential side effects
133
Q

Side Effects of Punishment

A

-Avoidance of “punishing agent”
-Inappropriate Generalizations
May see decreases in appropriate responses along with target Bx
-Aggression/ Countercontrol

134
Q

Side Effects of Punishment (Con…t)

A
  • Behavioral Contrast
  • Target Bx may decrease in 1 setting but increase in another
  • Emotional responses
  • Modeling of punishment procedures
135
Q

When introducing a punishment procedure, why is it important to start with a magnitude high enough to immediately decrease rates of behavior?

A

*The learner may habituate if we start with a lower magnitude and increase

136
Q

Positive Punishment-Based Procedures

A
  • Verbal reprimands
  • Response blocking
  • Response interruption and redirection (RIRD)
  • Contingent exercise/ contingent effort
137
Q

Positive Punishment-Based Procedures (Con..t)

A
  • Overcorrection
  • Restitutional
  • Positive practice
138
Q

Old School/ Controversial Positive Punishment-Based Procedures

A
  • Contingent aversive stimuli

- Physical restraint

139
Q

Verbal Reprimand

A

*Brief statement of disapproval or instructions delivered contingent on the occurrence of Bx

140
Q

Using Verbal Reprimands

A
  • Maybe more effective when used with direct eye contact & physical contact or close proximity
  • Some forms of verbal reprimands such as the volume of the speaker’s voice can impact the effectiveness
141
Q

Verbal Reprimands : Cautions

A
  • Consider the “density” of reinforcement for Bxs maintained by attention
  • Assess the type of attention found to be effective reinforcers
142
Q

Which of the following variables may have a positive impact on the effectiveness of verbal reprimands?

A
  • Using direct eye contact
  • Reducing physical distance
  • Volume of Voice
143
Q

Response Blocking

A
  • Physically intervening as soon as the person begins to emit the problem Bx to prevent completion of the response
  • “Physically intervening as soon as the person begins to emit the prob bx to prevent (or block) the completion of the response
  • Any decrease in bx maybe the result of punishment (or extinction?)
144
Q

Saini et al. (2016)

A
  • “Individual & combined Effects of Non-contingent Reinforcement & Response Blocking on Automatically Reinforced Prob Bx”
  • Independent variable: NCR, blocking NCR Plus Blocking
  • Dependent variable: Count per min
145
Q

Response Blocking: Considerations

A
  • Implemented as an intervention for self-injurious or self-stimulatory bxs
  • Appropriate for bxs maintained by the absence of socially mediated reinforcers
146
Q

Response Interruption and Redirection (RIRD)

A
  • Variation of response blocking
  • Used for motor and vocal stereotypy
  • Blocking the individual from engaging in a stereotypic bx and redirecting the individual to a high-probability vocal or motor response
147
Q

Response Interruption and Redirection (RIRD) : Considerations

A
  • Can be labor-intensive for the implementers
  • Can be disruptive to ongoing activities such as instructional delivery in the classroom
  • Can be a rich source of attention
  • Can provide escape or delay
148
Q

Contingent Exercise

A
  • A tactic or procedure in which the individual engages in some effortful response that is not Topographically related to the problem Bx
  • AKA contingent effort/ demands
149
Q

Continent Exercise: Considerations

A
  • The health of the individual
  • May need medical approval from a physician
  • Environmental variables such as:
  • Temperature/ humidity
  • Drug-induced photosensitivity
150
Q

When choosing an exercise to implement in a contingent exercise program, it is important that the topography of both the exercise and the target behavior are the same.

a. True
b. False

151
Q

Overcorrection

A
  • Shares some similarities to contingent exercise/ effort
  • Individual required to engage in effortful activities contingent on a response
  • Reductive procedure in which a person is required to exert effort contingent upon the occurrence of a bx; the effect is to reduce the future frequency of that bx
152
Q

Types of Overcorrection

A
  • Overcorrection consists of 2 basic types:
    1. Restitutional overcorrection
    2. Positive practice
153
Q

Restititional Overcorrection

A
  • Requires the individual to restore the Environment beyond its original state
  • Compare to simple restitution
154
Q

Positive Practice Overcorrection

A

*Requires the individual to repeatedly “practice” the correct way to engage in the Bx

155
Q

Unlike in contingent exercise, overcorrection procedures require that the topography of the physical response and target behavior be ___________

A

-Similar/ Related

156
Q

Overcorrection as a Process

A

*Overcorrection is a positive punishment procedure, but it also involves negative Rx and is considered by some to be “educative”

157
Q

Overcorrection Guidelines

A
  • The required response should be related to the target bx
  • Apply overcorrection immediately after target bx
  • Mixed literature on duration, but shorter maybe as effective as longer durations
158
Q

Overcorrection Considerations

A
  • Limit the amount & quality of the attention delivered during the overcorrection procedure
  • Does this overcorrection procedure delay or produce escape from a less preferred activity?
  • Do not deliver praise for the restoration or practice
159
Q

If a problem behavior is maintained by _____, overcorrection may be contraindicated and lead to inadvertent reinforcement of the problem behavior.

A

-Attention

160
Q

Presentation of Aversive Stimuli

A
  • Presentation of various aversive stimuli contingent upon the occurrence of Target Bx
  • Some controversial procedures:
  • Contingent electric stimulation
  • Water missing
  • Aversive smells and sounds
161
Q

Contingent Electric Stimulation

A

*The brief contingent presentation of an electrical stimulus immediately following the occurrence of a prob bx

162
Q

Aversive Smells and Sounds

A

*Contingent on a particular response, the individual is briefly exposed to a noxious or aversive smell such as ammonia or an aversive sound such as white noise

163
Q

Physical Restraint

A
  • The contingent use of physical contact to restrict or impede an individual’s freedom of movement e.g.
  • Basket hold
  • Hands down
  • Quiet hands
164
Q

Physical Restraint Vs. Response Blocking

A
  • Blocking is often referred to as “equal & opposite resistance” while restraint is often described as limiting movement
  • Often restraint is not referred to as a punishment “procedure”
165
Q

Physical Restraint Vs. Response Blocking

A
  • Restraint is typically designed to keep the clients safe should they engage in “dangerous” bx
  • However, we must look at the effect on bx…. the procedures may or may not function as punishment while keeping the client safe
166
Q

Which is the primary difference between response blocking and restraint?

A

-Response blocking blocks a specific response while restraint limits movement

167
Q

Negative Punishment-Based Procedures

A
  • Time-out from positive Rx
  • Nonexclusionary time-out
  • Exclusionary time-out
  • Response cost
168
Q

Nonexclusionary Time-Out from Positive RX

A
  • Subcategories:
  • Planned ignoring
  • Time-out ribbon
  • Contingent observation
  • Withdrawal of materials
169
Q

Exclusionary Time-Out From Positive Rx

A
  • Subcategories:
  • Movement to another location
  • Facial screening
  • Time-in setting removed
  • Seclusion time-out
170
Q

Time-Out

A

*Contingent upon a response, a timer is started; while the timer is running the organism cannot access reinforcers
-Time-out from positive Rx
-Based on the principle of negative punishment
-The withdrawal of the opportunity to earn positive Rx OR
The loss of access to positive reinforcers for a specified time period

171
Q

The importance of “Time-In”

A
  • For “Time-out” to work, there must be a contrast btw the “Time-in” and the “Time-out”
  • An. antecedent appetitive condition is required
  • Contingent on a response a “time-in” condition changes to a “time-out” condition
  • Time-out is containdicated for bx maintained by socially mediated neg Rx (escape)
172
Q

Which are the primary procedures based on negative punishment?

A
  • Response cost

- Time out

173
Q

Nonexclusionary Time-Out

A
  • A type of time-out in which the individual is not physically removed from the Env
  • Maybe repositioned while remaining in the same Env
174
Q

Subcategories of Nonexclusionary Time-out

A
  • Planned ignoring
  • Time-out ribbon
  • Contingent observation
  • Withdrawal of materials
175
Q

Planned Ignoring

A
  • Removing social reinforcers for a prescribed period of time
  • Sometimes confused with extinction
  • Not effective for bxs maintained by escaoe or automatic Rx (Sensory stimulation)
  • Must be clear on the function
176
Q

Planned Ignoring Vs. Extinction

A
  • Planned ignoring: Removal of social reinforcers

* Extinction: Withholding a reinforcer contingent on the bx

177
Q

In _____ time-out, a learner remains in the physical environment; in _____ time-out, the learner is removed from the physical environment.

A

-Nonexlusionary, exclusionary

178
Q

Josiah engages in “poking,” where he touches the tip of his finger to the faces of peers. Assessment data indicate this behavior functions to gain attention from peers. If implementing planned ignoring, what should happen contingent on poking?

A

-Poking and any other bx occurring simultaneously should not receive attention

179
Q

Time-Out Ribbon

A
  • Use of a ribbon or other stimulus to signal time-in in certain situations/ env; removal of the ribbon signals time-out
  • Ribbon removed contingent on occurrence of target bxs
180
Q

Contingent Observation

A
  • Individual relocated but remains in the general vicinity
  • Individual can observe ongoing activities
  • Individual cannot participate in ongoing activities
181
Q

Withdrawal of Materials

A
  • Involves the removal of reinforcing items or materials

* Items can include toys, electronics leisure activities

182
Q

Exclusionary Time-Out

A

The individual is removed from the env for a specified period of time

  • Subcategories of Exclusionary Time-out:
  • Movement to another location
  • Seclusion time-out
  • Facial screening
  • Time-in setting removed
183
Q

Movement to Another Location

A
  • Involves the physical removal or separation of the individual from the time-in setting
  • May include:
  • Time-out room
  • Individual sent to their room
  • Individual sent to their room
  • Individual sent out into the hallway
  • Partition or barrier?
184
Q

Facial Screening

A
  • Contingent application of a facial covering such as a blindfold, screen or hands
  • AKA visual screening
185
Q

E.g. of Facial Screening

A
  • Individual engages in skin picking staff place their hands over individual’s eyes for 30 sec
  • Individual frequently bites thr knuckles; staff place a cloth bib over individual’s eyes for 45 seconds
186
Q

_____ time-out is typically considered more restrictive than _____ time-out.

A

-Exclusionary, nonexclusionary

187
Q

When Yuri swears at a peer at his after-school program, the program staff put a tall, movable screen barrier between him and his peers for about 10 minutes. What procedure is being used here?

A

*Movement to another location

188
Q

Time-In Setting Removed

A
  • The individual is not removed from the environment

* The Env is removed from the individual

189
Q

Seclusion Time-Out

A

*Contingent on a response, the immediate removal or separation of the individual from the time-in setting to another location, typically alone

190
Q

A third-grade teacher has designed a program where a disruptive student is sent to an empty classroom nearby to finish work with his 1:1 aide. What procedure is being used to end the disruption?

A

-Seclusion Time-out

191
Q

Jeremy often yells at peers when they play video games. An intervention is used in which the peers go to another room to continue playing if Jeremy yells at them. What procedure is being used here?

A

-Time-in setting removed

192
Q

Duration of Time-Out

A
  • How long?
  • Some research has shown 4-5 min is as effective as longer intervals
  • 1 min per yr of age?
193
Q

Thinning Time-Out

A
  • Can time-out be thinned?
  • Lerman et al (1997) thinned time-out for 2 of 4 participants using an FI schedule
  • Donaldson & Vollmer (2012) were able to thin time-out using VR schedule
194
Q

Thinned Time-out Con..t

A
  • It seems possible to thin time-out using dense VR
  • Also some clients may benefit from rules that decrease duration of time-out for decreased latency with compliance (Donaldson et al. 2013)
195
Q

Contingent Delay

A
  • Increasing the duration of time-out contingent upon target bx during the time-out
  • Mace et al. (1986) evaluated contingent delay Vs. no contingent delay
  • Donald & Vollmer 2011 found no difference btw contingent delay and no delay
  • Also problem bx in time-out was not predictive of prob bx out of time -out
  • Ethical considerations
196
Q

The suggested duration of time-out procedures, based on the literature, is:

A

-Around 4-5 min

197
Q

Response Cost

A
  • The contingent removal of an already-earned reinforcer of a specific quantity or amount e.g.
  • Jimmy loses a token for hitting peers
  • Jan curses & has to put money in the swear jar
198
Q

Time-Out vs. Response Cost

A

*Time-Out: “The immediate response-contingent withdrawal of the opportunity to earn positive reinforcers or the immediate loss of access to positive reinforcers for a specified time”

199
Q

Time-Out Vs. Response Cost (Con..t)

A
  • Response cost: The response-contingent loss of a specific # of positive reinforcers, essentially constituting a fine
  • Typically the loss of a generalized condition reinforcer
200
Q

Ethical Considerations of Using Punishment

A
  • Does the potential for abuse or overuse exist?
  • Are we restricting someone else’s rights?
  • Have we tried everything else?
  • Legality of the use of punishment-based procedures
  • Data collection (long-term effects)
  • Appropriate procedure for the function of Bx
201
Q

Ethical Considerations of Not Using Punishment

A
  • The least restrictive intervention may not be the most effective intervention
  • Must consider the side effects of other procedures such as extinction
202
Q

Supportive Environment

A
  • Does the environment support the use of punishment procedures?
  • Do you have the staffing to observe & follow through with appropriate punishment procedures?
203
Q

Review and Approval

A
  • Review process differs from state to state

- Always a good idea to have other bx analysts review your proposed restrictive procedure

204
Q

The

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