Time Out from Positive Reinforcement

Time Out from Positive Reinforcement

  • Punishment-based procedure based on negative reinforcement (removing access to a positive reinforcer = negative punishment).

Types of Time Out

  • Exclusionary Time Out
    • Uncommon.
    • Learner is completely removed from the environment and isolated.
  • Non-Exclusionary Time Out
    • More common.
    • Learner isn't removed, but the reinforcer is.

Systematic Procedure

  • Research-based and well-documented for decreasing problem behavior.
  • Requires careful consideration for effective implementation.

Ensuring Quality Time In

  • Time out's effectiveness depends on a reinforcing time in environment.
  • If time in isn't reinforcing, time out won't be punishing enough to change behavior.
  • Avoid crossover between time in and time out environments (what's in time in shouldn't be in time out).
  • Example of ineffective time out: Sending a child to their room with a PlayStation, TV, and phone.

Defining the Target Behavior

  • Define what problem behavior will trigger the onset of time out.
  • Identify the topography of the behavior that will initiate time out.

Identifying Effective Duration of Time Out

  • Avoid ramping up the duration of time out, as it can increase tolerance.
  • Start with an effective duration from the beginning.
  • No formula exists to determine the duration (e.g., age-based calculations are not research-based).
  • Base duration on documented and observed effectiveness.

Determining Exit Criterion

  • Establish criteria for transitioning from time out back to time in.
    • Time-based: A set period of time.
    • Behavior-based: Displaying or refraining from certain behaviors.
    • Combination of both time and behavior-based.
  • If unsure, consult with a supervisor on the appropriate criteria.

Exclusionary vs. Non-Exclusionary Time Out

  • Considerations for choosing between the two.
  • Non-exclusionary time out is often logistically easier (removing a reinforcer).
  • Choice depends on individual characteristics.

Express Written Consent

  • Required from caregivers for any punishment-based procedure.
  • BCBA or case supervisor is responsible for obtaining consent.

Monitoring and Evaluating Effectiveness

  • Essential to determine if the intervention is working.
  • Punishment should have immediate effects on decreasing the likelihood of the problem behavior.
  • If no decrease, consult with supervisor immediately.

Combining with Other Procedures

  • Punishment teaches what not to do, not what to do.
  • Combine with teaching alternative behaviors.
  • If only using punishment, consult with supervisor immediately.

Time Out Checklist (Modified from Powell and Powell, 1982)

  • Try less aversive techniques first.
  • Operationally define the target behavior.
  • Define the area for exclusionary time out.
  • Determine the duration of time out.
  • Decide what instructions, if any, to provide during the transition from time in to time out (consider that attention can be a reinforcer).
  • Have backup procedures in mind if time out is ineffective.
  • Review the protocol with peers to ensure consistency. Clarify inconsistencies with supervisor.
  • Implement the procedure consistently. If uncomfortable, discuss with supervisor.
  • Take reliable data to ensure effectiveness.

Challenges with Time Out

  • Low-quality time in environment: Time out is only as effective as time in is reinforcing.
  • Potential overuse: Punishment can be reinforcing for the therapist (negative reinforcement).
  • Difficult to implement in all settings (e.g., group homes, schools) compared to clinic-based settings.
  • Ethical and legal considerations.

Ethical and Legal Considerations

  • Follow RBT and BCBA ethics codes.
  • Be aware of ethical obligations when implementing punishment-based procedures.
  • Be aware of state and local laws that may restrict or prohibit certain time out procedures (e.g., exclusionary time out).