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

8

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 ___”

28

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

Response Cost ConsiderationsCollateral reductions of desirable

behaviors may occurResponse 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