Reducing Behavior

1. Punishment & Differential Reinforcement Reducing Behavior

2. We must make the assumption that when we DECREASE a behavior we will cause another behavior to increase. A REDUCE BEHAVIOR Antecedents Consequences Reinforcement of CompetingBehavior Extinction Time-out Punishment Restitution Satiation Stimulus Control

3. Differential Reinforcement Reinforcement of Incompatible Behavior

4. underlying principle is that you can weaken a maladaptive behavior by strengthening an alternative behavior in its place • incompatible behavior • cannot be just any behavior - it must be mutually exclusive with the maladaptive behavior or must directly compete with it (in-seat vs. out-of-seat, talking vs. not talking) • alternative or competing behavior • are not mutually exclusive - it may be possible to perform both behaviors at same time Differential Reinforcement of Alternative or Incompatible Behavior (DRA & DRI)

5. Advantages: • they are positive approaches to behavior reduction without any negative side effects • popular with change agents because desired behavior is increased • logical - teach what you want not get rid of what you don't want • Disadvantages: • requires a high degree of management to • establish new behavior • withhold reinforcement for maladaptive behavior DRA & DRI

6. student earns reinforcement for not engaging in the maladaptive behavior for a specified interval of time • may be Momentary DRO (MDRO) or Whole-Interval DRO (WDRO) • Advantages: • new behavior not established, shaping procedures available, low management • Disadvantages: • replacement behavior not specified or controlled Differential Reinforcement of the Omission of Behavior (DRO)

7. Extinction

8. occurs when you withhold or remove the reinforcer maintaining a behavior • is a procedure that gradually reduces the frequency and/or intensity of a target behavior by withholding reinforcement from previously reinforced behavior • extinction can be used to eliminate the connection between the behavior and the positive consequences that follow it Extinction

9. Extinction REQUIRES complete control of the reinforcer • consistency is the most important factor related to the efficacy of extinction • in most cases, extinction is only effective in reducing behaviors that are motivated by attention from the teacher/parent/caregiver • Other factors affecting resistance to extinction • the schedule of reinforcement that previously maintained the behavior • the amount of strength of the previous reinforcer • the length of time of the previous behavior-reinforcer association • the frequency of use of extinction with the student: more the better Extinction (cont)

10. Advantages • may be effective without the use of physical or verbal consequences • no use of aversive consequences/punishment • effects tend to be long lasting • when combined with DRI or DRA very effective • Disadvantages • temporary increase in behavior expected at start • child frustration • difficult to chose appropriate behavior to use extinction with • must have consistency between and among caregivers and peers (environment) Extinction (cont)

11. Time-Out from Positive Reinforcement

12. the removal of a child from an apparently reinforcing setting to a presumable nonreinforcing setting for a specified and limited period of time • Types of time-out: • nonexclusion • time-out ribbon • planned ignoring • removal of specific reinforcers • observational • exclusion • seclusion • isolation Time-Out

13. Duration of time-out • 2-minutes • 4-5 maximum • never more than 10 • Caregiver must be able to clearly observe child • Child should not be able to see caregiver • Expectations for child's behavior should be clear • Set timer for amount of time child is to spend in time-outSetting should not be reinforcing - remember the purpose of time-out is to remove the child from reinforcement • Validate the reinforcement value of the "normal" environment Isolation Time-Out: Guidelines

14. Time-Out Log Type of TO: obs = observational ign = ignore sec = seclusion iso = isolation Child _________________________________________ Supervisor ____________________________________ Date _____________ Time Type Behavior before Behavior during Behavior after Enters Leaves time-out time-out time-out Tommy Jones Ms. Smith Friday, 3-30-02 10:05 10:10 ign Verbal interruptions Quite, watched class Waited for turn

15. Easy to integrate with positive reinforcement program to increase appropriate behavior • Effects of T.O. process usually rapid • Nonexclusion T.O. may be employed without removing the child • T.O. viable alternative to more intrusive behavior reduction strategies Advantages of Time Out

16. T.O. may be abused - duration & frequency • Caregivers may use it as a "break" • Frequent T.O. removes the child from the educational environment • Child may exhibit other inappropriate behaviors when caregivers remove positive reinforcement Potential Disadvantages of T.O.

17. Punishment

18. Reasons for Punishment • Retribution • A punitive response given because it is “deserved” • Vengeance for Vengeance’ sake • Deterrence • To serve notice on potential offenders • Rehabilitation • Punishment = Treatment Grupp, S.E. (1971) Theories of Punishment. Indiana University Press: Bloomington

19. the addition of an aversive stimulus as a consequence of a behavior - may be physical or psychological • the subtraction of something the child perceives as desirable - response cost • punishment by deprivation or response-cost is generally considered less harmful to the child and more effective intervention than the addition of physical or psychological aversive stimuli • the short-term effectiveness of punishment for decreasing behaviors is not disputed - punishment is effective for obtaining short-term goals Punishment

20. Reasons for avoiding the use of punishment: • It does not eliminate but merely suppresses the behavior • It does not provide a model for the desired acceptable behavior • Aggression on the part of the practitioner presents an undesirable model • The emotional results of punishment may be fear, tension, stress, or withdrawal • The child's resulting frustration may result in further deviation • Punishment is associated with the punisher rather than with the unacceptable behavior Punishment

21. Commonly used punishments • denying participation in scheduled activities • denying snacks • physical punishment • verbal punishment • having the child stand apart from the others • having the child wear a sign • If punishment is to be used: guidelines to use • specify and communicate the punishable behavior to the child by means of classroom rules for behavior • post the rules where the children can see them; review them frequently • provide models of acceptable behavior • apply the punishment consistently, not whimsically • be fair in using the punishment • impose the punishment impersonally - do not punish when you are angry or otherwise out of self-control Punishment

22. Loss of Privileges - response cost • Guidelines • Be sure the child understands the relationship between the target behavior and the privilege to be lost • Be sure the child knows the punishable behavior and the consequence of exhibiting it • When possible use natural or logical consequences • Apply the loss of privilege interventions fairly • Avoid warning, nagging, or threatening • Do not debate the punishable behaviors, the rules, or the punishment once these have been established • Do not become emotionally involved, Don't feel guilty when the child loses a privilege • Be consistent • Reinforce appropriate behavior; do not emphasize inappropriate behaviors only Punishment

23. Reprimands - to be scolded, "yelled at", "bawled out", or otherwise verbally chastised for exhibiting an inappropriate target behavior • Guidelines • Be specific. Tell the child exactly what inappropriate behavior is being reprimanded • Reprimand the behavior, do not denigrate the child • Reprimand immediately • Be firm in voice and physical demeanor • If either the child or others may be harmed by the behavior, remove the child • Encourage the child to behave appropriately and include a statement of the appropriate behavior in the reprimand • Be calm • When it is over, it is over. • Always observe the child's reaction to the reprimand to determine if it is aversive. Punishment

24. Restitution and Overcorrection

25. Restitution • a procedure that requires and individual to return the environment to its state prior to a behavior that changed the environment • Restitutional Overcorrection • the child is not only required to perform restitution but to "restore the situation to a state vastly improved from that which existed before the disruption." Restitution & Restitutional Overcorrection

26. damages car pay for repair pay for new car throws things pick up items thrown pick up all items on floor makes a mess during clean play area clean entire room play or other activity drops food on floor sweep up food sweep entire floor writes on wall wash the writing wash entire wall damages school repair property to repair property damaged property condition prior to and perform additional behavior service to school property If the Child: Restitution Restitution + Overcorrection