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
Future Frequency
Stimulus Change
Stimulus Applied
Stimulus Removed
Behavior is reduced
Type I
Positive Punishment
Type II
Negative Punishment

4. Adult places child in time out (peer attention is removed)
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 Exclusion 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. Scale Most 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