Behavior Reduction

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Extinction

The process of witholding reinforcement to reduce a behavior

Occurs when reinforcement of a previously reinforced behavior is discontinued

Extinction by Negative Reinforcement / Escape Extinction

Behaviors maintained by negative reinforcement are placed on extinction when those behaviors do not produce a removal of the aversive stimulus

Physically prompting through an activity

Person can’t escape the aversive situation

Ex: Person doesn’t want to brush teeth, therapist does hand-over-hand and push person through task

Extinction by Positive Reinforcement / Access Extinction

Behaviors maintained by positive reinforcement

Placed on extinction when those behaviors do not produce the reinforcer

Planned ignoring, tangible extinction

Ex: When child engages in behavior for attention, they no longer receive attention for that behavior

Extinction of Behavior Maintained by Automatic Reinforcement / Sensory Extinction

Behaviors maintained by automatic reinforcement are placed on extinction by masking or removing the sensory consequence

Considered unethical in many situations → if its a sensory function, the person is gaining something positive for their body

Ex: Student exhibits hand flapping behavior, therapist places weights on hands, reduces positive sensory feeling

Ex: Helmet for headbanging

Extinction Burst

The immediate increase in rate of response after removing the positive, negative, or automatic reinforcement

Problem behaviors can worsen during extinction before they show improvement

Ex: Therapist/parents no longer show attention to tantrum behavior from child, child then exhibits bigger/intense tantrums to get attention

Is an indicator that extinction is working

Response Variation

New forms of behavior start

Ex: Tantrums don’t work anymore, child resorts to banging on the wall

Initial Increase in Response Magnitude

An increase in response magnitude may occur during the early stages of enxtinction

Spontaneous Recovery

The reappearance of the behavior after it has diminished to its pre-reinforcement level or stopped entirely

Resurgence

The reoccurrence of a previously reinforced behavior when the reinforcement for an alternative behavior is terminated or decreased

3-phase procedure

• Target behavior is reinforced

• Target behavior is placed on extinction and reinforcement provided for an alternative behavior

• Both responses are placed on extinction

Figure

Continuous and Intermittent Reinforcement

Intermittent reinforcement may produce behavior with greater resistance to extinction than behaviors previously reinforced by continuous reinforcement

When not to use extinction

• The behavior is harmful

• All sources of reinforcement cannot be withheld

• Rapid reduction in response rate is required

• Others are likely to imitate the problem behavior

Emotional Responding

Crying, aggression, or frustration when reinforcement is removed

Differential Reinforcement

Reinforcing an alternative behavior while extinguishing the problem behavior

Punishment

Applying a stimulus that decreases the likelihood of a behavior being repeated

Positive

• Adding something

Negative

• Removing something

Verbal Reprimand

Involves expressing disapproval of a person’s behavior directly to them, often immediately after the undesired behavior occurs

Immediate and direct: delivered right after the undesired behavior to make the connection clear

Specific: Targets the behavior, not the person, to avoid damaging self-esteem

Ex: Student talks out in class, teacher addresses student immediately stating “talking while others are speaking is disrespectful and disrupts learning”

Time-Out from Reinforcement

Removing the opportunity to gain positive reinforcement from the environment

Types:

• Non-exclusionary

• Exclusionary

• Seclusionary

• Contingent observation

Non-exclusionary Time Out

Involves decreasing the reinforcement level without isolating the individual from the environment

Examples include withdrawing a specific positive stimulus, or using a visual or auditory signal to indicate inappropriate behavior

Ex: Two boys sit near each other and one of them pinches the other. The pincher is removed from the other boy being pinched

Contingent Observation

The individual is present in the setting but must observe others engaging in appropriate behavior without participating

Helps the individual learn by watching positive examples and understanding the rewards of appropriate behavior

Exclusionary Time-Out

Removes the individual from the environment where the undesired behavior occurred, often to a different room/area

Used when the behavior is disruptive/harmful, ensuring safety and emphasizing the consequence of actions

Seclusionary Time-Out

Involves placing the individual in a completely separate room/enclosed space where they are temporarily isolated from others

Method is highly regulated and generally considered a last resort

Response Cost

Loss of privileges or desired items as a consequence of negative behavior

Ex: Token economy is classrooms, driving penalties, late fees

Overcorrection

Involves requiring an individual to not only correct an inappropriate/undesirable behavior but also to engage in additional behavior to ensure the environment is in a better state than before the inappropriate behavior occurred

Restitutional Overcorrection

Requires the individual to repair/rectify the consequences of their inappropriate behavior.

Ex: Child spills paint on the floor, child is made to clean/organize the painting area, even beyond the mess caused by the spill

Positive Practice Overcorrection

Involves the individual repeatedly practicing the correct form of behavior/an alternative appropriate behavior for a certain period/number of repetitions.

Ex: Student speaks out of turn in class, student practices the appropriate way to request to speak multiple times

Contingent Exercise

Individual is required to perform a physical activity contingent upon displaying an undesirable behavior. The exercise is not related to the behavior but serves as a consequence to decrease future occurrence of said behavior

Ex: Child exhibits aggressive behavior towards peers, child then has to do jumping jacks for a period of time

Guidelines for Effective Punishment

• Immediate: Punishment should be applied immediately after the behavior to be most effective

• Consistent: Should be consistent to create a clear association between the behavior and consequence

• Proportionate: Should be proportionate to the behavior

• Explanation: Explain why punishment is being applied to help the individual understand the reason behind it

Secondary Effects of Punishment

• Fear and Anxiety: can lead to negative emotions towards punishing agent/environment

• Avoidance: Individuals may learn to avoid the punishing agent rather than the behavior itself

• Aggression: Can sometimes lead to an increase in aggressive behavior

• Modeling: Observing punishment can teach the use of aggression/avoidance as strategies

Alternatives

• Positive Reinforcement

• Natural Consequences

• Choice offering

• Modeling

Response Block

Is a physical intervention that occurs immediately when an individual begins to exhibit the problem behavior

Response Interruption and Redirection (RIRD)

Involves interrupting a stereotypical behavior and guiding the learner towards engaging in a more desirable, high-probability response

Emergency Procedures

When a learner engages in behaviors which pose a threat to themselves, or others, emergency procedures will be used

Ex: Restraints, protective gear

Preparation and Planning

Includes the development of individualized emergency plans for each client, which consider their specific needs, behaviors, and potential risks.

Types of Emergencies

Can range from medical emergencies (seizures or allergic reactions), to behavioral crises (severe aggression or elopement (the act of running away or leaving the safety of the caregiver)). May also involve natural disasters, accidents, or any situation that poses an immediate risk to health or safety

Response Protocols

Effective emergency procedures outline clear, actionable steps for immediate response.

This might include removing the individual and others from harm’s way, providing first aid, and securing the environment.

Post-Emergency Debriefing and Support

After an emergency, it’s important to conduct a debriefing session for all involved parties. This provides an opportunity to review the response, address any emotional impact, and adjust emergency plans as needed based on lessons learned.

Ethical Consideration

Ethical considerations are paramount when implementing emergency procedures in ABA.

The dignity and rights of the individual must be respected at all times, with every effort made to ensure their safety and well-being.

Confidentiality must be maintained

Interventions should be the least restrictive necessary to manage the situation effectively.