1. Chapter 15: Punishment by Removal of a Stimulus
Cooper, Heron, and Heward
Applied Behavior Analysis, Second Edition

2. Definition of Punishment by Removal of a Stimulus
Stimulus 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
Cooper, Heron, and Heward
Applied Behavior Analysis, Second Edition

3. Punishment by contingent removal of a stimulus
Future Frequency
Stimulus Change
Stimulus Applied
Stimulus Removed
Behavior is reduced
Type I
Positive Punishment
Type II
Negative Punishment
Cooper, Heron, and Heward
Applied Behavior Analysis, Second Edition

4. Adult places child in time out (peer attention is removed)
Example EO
Child is participating in classroom buddy activities, where attention from peers (a positive reinforcer) is available. 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-
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.
Cooper, Heron, and Heward
Applied Behavior Analysis, Second Edition

5. Time-out from Positive Reinforcement
The withdrawal of the opportunity to earn positive reinforcement, or
The loss of access to reinforcers for a specified period of time
Contingent upon the occurrence of a target behavior
If the effect of these is to decrease the future probability of the behavior, then this procedure has functioned as a punisher for the behavior
Cooper, Heron, and Heward
Applied Behavior Analysis, Second Edition

6. Important Aspects of Time-out
The discrepancy between “time-out” and “time-in” must be great
The loss of access to reinforcement must be contingent upon a target behavior
There is a resultant decrease in the future probability of the behavior (otherwise it is likely not time out from reinforcement because the EO that preceded the behavior was not a reinforcing, “time-in” environment)
Cooper, Heron, and Heward
Applied Behavior Analysis, Second Edition

7. Time-out Procedures Nonexclusion Exclusion Planned ignoring
Withdrawal of a specific positive reinforcer
Contingent observation
Time-out ribbon
Exclusion
Time-out room
Partition time-out
Hallway time-out
Cooper, Heron, and Heward
Applied Behavior Analysis, Second Edition

8. Nonexclusion Time-out
The individual is not completely removed physically from time-in setting
However, position within the environment may shift
Cooper, Heron, and Heward
Applied Behavior Analysis, Second Edition

9. Planned Ignoring
Social reinforcers--usually attention, physical contact, or verbal interaction--are removed for a brief period
Systematically looking away from the student
Remaining quiet
Refraining from any interaction for a specified period of time
Planned ignoring is
Nonintrusive
Quick
Convenient
Cooper, Heron, and Heward
Applied Behavior Analysis, Second Edition

10. Withdrawal of a Specific Positive Reinforcer
Some 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
Cooper, Heron, and Heward
Applied Behavior Analysis, Second Edition

11. Contingent Observation
The individual is repositioned within the existing setting
Observation of ongoing activities is still possible
Access to reinforcement is lost, however
Cooper, Heron, and Heward
Applied Behavior Analysis, Second Edition

12. Time-out Ribbon
A colored band is placed on the child’s wrist and is discriminative for receiving reinforcement
Child earns reinforcers when it is on
Contingent upon a target behavior, the colored band is removed for a specified period of time
All social interaction is terminated
Other reinforcers are also withheld
Cooper, Heron, and Heward
Applied Behavior Analysis, Second Edition

13. Exclusion Time-out
The individual is removed, physically, from the environment for a specified period of time
Contingent upon the occurrence of a target behavior
Time-out room
Separated by partition
Placed in hallway
Cooper, Heron, and Heward
Applied Behavior Analysis, Second Edition

14. Time-out Room
A confined space outside the individual’s normal educational or treatment environment
It is devoid of any positive reinforcers; also minimally furnished
It is safe (adequate heat and light), secure (but not locked) and temporary
Near time-in setting
Cooper, Heron, and Heward
Applied Behavior Analysis, Second Edition

15. Advantages of Time-out Rooms
Opportunity to acquire reinforcement is eliminated or reduced substantially
After 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
Cooper, Heron, and Heward
Applied Behavior Analysis, Second Edition

16. Disadvantages of Time-out Rooms
Must escort students to time-out
May result in resistance, emotional outbursts
Access to ongoing instruction is prohibited
Individuals may engage in behaviors (e.g., self-injury) that should be stopped but go undetected
Negative public perception
Cooper, Heron, and Heward
Applied Behavior Analysis, Second Edition

17. Partition Time-out
Individual 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
Cooper, Heron, and Heward
Applied Behavior Analysis, Second Edition

18. Hallway Time-out
Individual sits in hallway outside of classroom or treatment area
Not highly recommended strategy
Individual can obtain reinforcement from a multitude of sources
Child can escape easily
Cooper, Heron, and Heward
Applied Behavior Analysis, Second Edition

19. Desirable Aspects of Time-out
Ease of application (especially nonexclusion time-out)
Acceptability (especially nonexclusion)
Rapid suppression of problem behavior
Easily combined with other procedures, such as differential reinforcement
Cooper, Heron, and Heward
Applied Behavior Analysis, Second Edition

20. Effective Use of Time Out
Reinforce and enrich the time-in environment
Utilize differential reinforcement to reinforce alternative and incompatible behaviors
Clearly define the behaviors leading to time-out
All parties (including the target individual) should have explicit, observable definitions of the problem behavior
Cooper, Heron, and Heward
Applied Behavior Analysis, Second Edition

21. Effective Use of Time Out
Define procedures for the duration of time-out
Initial duration should be short
Longer than 15 minutes ineffective
Define exit criteria
If individual is misbehaving when time-out ends, it should be continued until inappropriate behavior ceases
Cooper, Heron, and Heward
Applied Behavior Analysis, Second Edition

22. Effective Use of Time Out
Exclusion 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 individual
Target behaviors, duration, exit criteria
Obtain permission
Administrative approvals
Parental approvals
Cooper, Heron, and Heward
Applied Behavior Analysis, Second Edition

23. Effective Use of Time Out
Apply consistently
Evaluate effectiveness
Target behavior should decrease
Track frequency and duration of time outs
Also track collateral behaviors for side effects
Consider other options
Consider legal and ethical issues
Cooper, Heron, and Heward
Applied Behavior Analysis, Second Edition

24. Response Cost Loss of a specific amount of reinforcement
Contingent upon a target behavior
Reduces the future probability of the target behavior
Examples: reclaiming awards or stickers, “fines” (e.g., loss of tokens or money)
Cooper, Heron, and Heward
Applied Behavior Analysis, Second Edition

25. Example EO Child has 15 minutes of recess on schedule every morning.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.
Cooper, Heron, and Heward
Applied Behavior Analysis, Second Edition

26. Desirable aspects of Response Cost
Produces rapid decreases in the target behavior
Convenient and easy to implement (can be incorporated into existing token or allowance programs)
Is easily combined with other approaches (such as differential reinforcement)
Cooper, Heron, and Heward
Applied Behavior Analysis, Second Edition

27. Methods of Response Cost
Direct fine
Bonus response cost
Combined with positive reinforcement
Group arrangements
Cooper, Heron, and Heward
Applied Behavior Analysis, Second Edition

28. Fines Directly fine a specific amount of the positive reinforcer
Consider 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
Cooper, Heron, and Heward
Applied Behavior Analysis, Second Edition

29. Bonus Response Cost
Make 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
Cooper, Heron, and Heward
Applied Behavior Analysis, Second Edition

30. Combining with Positive Reinforcement
Combine 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
Cooper, Heron, and Heward
Applied Behavior Analysis, Second Edition

31. Combining with Group Contingencies
Contingent upon any member of a group, the entire group loses a specified amount of reinforcement
Cooper, Heron, and Heward
Applied Behavior Analysis, Second Edition

32. Effective Use of Response Cost
Specifically 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 behavior
Be cautious of making fines so great that the individual becomes “bankrupt”
Cooper, Heron, and Heward
Applied Behavior Analysis, Second Edition

33. Effective Use of Response Cost
Fines should be posed immediately
Response cost vs. bonus response cost
Use least aversive initially (bonus response cost)
Increases acceptability
Decreases emotional outbursts
Ensure reinforcement reserve (decrease likelihood of “bankruptcy”
Cooper, Heron, and Heward
Applied Behavior Analysis, Second Edition

34. Effective Use of Response Cost
Be prepared for unplanned or unexpected outcomes
Response cost can reinforce rather than punish undesirable behavior
Individuals can refuse to give up positive reinforcers
Avoid overuse
Keep records to evaluate effectiveness
Cooper, Heron, and Heward
Applied Behavior Analysis, Second Edition

35. Response Cost Considerations
Increased 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 occur
These become “conditioned aversive stimuli”
Make sure positive reinforcement is available for appropriate behavior to reduce the likelihood of this outcome
Cooper, Heron, and Heward
Applied Behavior Analysis, Second Edition

36. Response Cost Considerations
Collateral reductions of desirable behaviors may occur
Response 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
Cooper, Heron, and Heward
Applied Behavior Analysis, Second Edition