Comprehensive Study Guide on Extinction and Behavioral Procedures and Secondary Effects

Implementation of Extinction and Its Secondary Effects

  • Extinction is a fundamental procedure in behavior analysis used to reduce or stop problem behaviors. It occurs when a behavior that was previously reinforced is no longer followed by that reinforcement.
  • The primary goal of extinction is to remove the reward or consequence that maintains a maladaptive behavior, helping the client learn that the problem behavior no longer works to get what they want.
  • Registered Behavior Technicians (RBTs) implement these procedures according to specific behavior reduction plans developed by Board Certified Behavior Analysts (BCBAs), aligned with the RBT Test Content Outline (TCO) sections D.4D.4 (Four Implement Extinction Procedures) and D.6D.6 (Describe Secondary Effects of Extinction and Punishment).

Case Study: Kate and the Application of Extinction

  • Kate was a 77-year-old girl who worked with an RBT named Eric. Kate engaged in a habit of throwing toys specifically to gain attention.
  • Previously, Kate's parents and other RBTs would immediately respond to the toy throwing by picking up the items and talking to her. This unintentionally reinforced the behavior, making it a highly effective way for Kate to get her needs met.
  • The behavior reduction plan implemented by Eric and Kate's parents required them to stop responding with attention when Kate threw toys.
  • Initial reactions to the plan: Kate's behavior initially increased and intensified. She threw more toys, screamed, and attempted multiple new ways to get attention. This is a common phenomenon where a client tries harder to achieve the result they are accustomed to.
  • Consistency in implementation: Eric only provided attention when Kate was calm or used appropriate gestures or words to request it. Eventually, Kate learned that throwing toys was ineffective, and the frequency of the behavior began to decrease.
  • Comparison with punishment: At school, Kate's teacher attempted a punishment strategy by removing recess when she threw toys. This led to negative secondary effects, including frustration and Kate avoiding her teacher.
  • Alternative strategy: Eric utilized a Differential Reinforcement of Alternative Behavior (DRA) procedure. He taught Kate to ask, "Can you help me?" rather than throwing toys. By consistently reinforcing only this appropriate replacement behavior, the toy-throwing stopped completely.
  • Long-term outcomes: Following the successful implementation of extinction and DRA, Kate's social interactions improved. Her siblings and peers played with her more often, and she made new friends who introduced her to group activities and new games. She was reported to be happier at both home and school.

Strategic Steps for Implementing Extinction

  • Find the Function: Before beginning, the ABA team must identify what reinforces the interfering behavior. Behaviors are typically reinforced by attention, escape from a task, access to preferred items, or automatic sensory input. If the reinforcement is misidentified, extinction will fail.
  • Stop the Reinforcement: Once the reinforcer is identified, RBTs must ensure it is withheld every time the behavior occurs. For example, if a tantrum is used to get candy, the candy must no longer be provided during or after the tantrum.
  • Measure Behavior Changes: RBTs must monitor the client's reaction once extinction starts. Tracking changes allows the team to identify extinction bursts or response variations and decide if the plan requires adjustment.
  • Teach Replacement Behavior: Extinction should not be used in isolation. RBTs should teach a more effective behavior to serve the same purpose. If a client screams for a snack, they should be reinforced for using a communication card or asking politely.
  • Be Consistent and Patient: Extinction is a gradual process that requires teamwork. If reinforcement is provided inconsistently—known as intermittent reinforcement—the behavior may become stronger and harder to stop.

Secondary Effects of Extinction

  • Extinction Burst: This is a sudden, temporary increase in the intensity, frequency, or duration of the behavior immediately after reinforcement is removed. For example, a client who previously got a break by throwing materials might throw more items or yell louder when the break is first withheld. If the RBT gives in during the burst, the behavior becomes stronger.
  • Response Variation: When a behavior stops working, the client may explore new behaviors to achieve the same result. For instance, if yelling for attention no longer works, a client might try stomping their feet, waving their hands, or following the RBT around the room.
  • Resurgence: This happens when a previously extinguished problem behavior reappears because a recently taught replacement behavior (under a DRA procedure) is not receiving enough reinforcement. For example, if a client stops getting breaks when they use a "break card," they might return to hiding under a table to escape tasks.
  • Emotional Responding: Clients may exhibit frustration, crying, yelling, aggression, or social withdrawal when they can no longer access reinforcement through old methods. These responses are temporary and typically fade as the client adjusts to new environmental contingencies.

Factors Affecting Success and Effectiveness

  • Reinforcement History: The longer a behavior has been reinforced (months or years), the more resistant it will be to extinction and the longer it will take to decrease.
  • Consistency Across Settings and People: For extinction to be effective, it must be implemented the same way by everyone (RBTs, parents, teachers) in all settings. Inconsistency allows the behavior to persist.
  • Safety Considerations: Some behaviors are too dangerous for extinction procedures. Self-injury, severe aggression, or property destruction may require other strategies like antecedent interventions, crisis procedures, or differential reinforcement to ensure safety.

Matching Extinction to the Function of Behavior

  • Sensory-Maintained Behavior: Ignoring is ineffective here because the reinforcement is internal. Extinction for sensory behaviors involves blocking the sensation. For example, having a client wear a sweater to block the sensation of scratching their arm.
  • Escape or Avoidance Behavior: Ignoring is not enough because the reinforcer is the removal of the task. Extinction here requires "extinction follow-through," where the RBT ensures the task is completed despite the challenging behavior.
  • Attention-Maintained Behavior: This involves "planned ignoring," where the RBT provides no eye contact, speaking, or reaction to the maladaptive behavior while reinforcing appropriate social requests.
  • Tangible-Maintained Behavior: The RBT must prevent the client from gaining access to the desired item or activity when the problem behavior occurs and instead teach them how to ask for it correctly.

Ethical Responsibilities in Extinction Procedures

  • Informed Consent: BCBAs must get consent from caregivers and, when possible, the client. Stakeholders must be warned about potential extinction bursts and the necessity of consistent implementation.
  • Protection of Well-being: RBTs must protect the client's safety, dignity, and emotional health. Extinction should never cause unnecessary distress or harm.
  • Distinguishing Behavior from Person: Removing reinforcement for a specific behavior is not the same as ignoring the client. RBTs must continue to provide care, support, and attention for appropriate behaviors.
  • Data-Driven Decisions: If a behavior becomes unsafe or significantly more intense during an extinction burst, RBTs must document the data and immediately notify the supervising BCBA to evaluate if the plan needs modification.
  • Implementation of Alternative Skills: It is an ethical mandate to focus on teaching new skills rather than just stopping unwanted ones. Extinction should always be paired with reinforcement for alternative behaviors.