Stone_Time out and Extinction Activity

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Time-Out vs. Extinction: Time-Out vs. Extinction: Which works in your classroom? Which works in your classroom?

Time-Out Time-Out  What is it? Time-out procedures involve removing the student from the environment that is reinforcing the negative behavior and placing them in a more neutral environment. (Donaldson and Vollmer, 2011)  How does it work? Well, the answer to that question depends on whether the student’s release from time-out is contingent on certain perimeters or not. In fixed- time procedures, the student is in time-out for a set amount of time from start to finish. In release contingency procedures, the student cannot leave time-out until they have gone a set amount of time without problematic behavior. (Donaldson and Vollmer, 2011)  Is it effective? Studies that tested the effectiveness of contingency release and fixed- time procedures show that both reduce the occurrences of problematic behaviors in students. (Donaldson and Vollmer, 2011)  What is it? Time-out procedures involve removing the student from the environment that is reinforcing the negative behavior and placing them in a more neutral environment. (Donaldson and Vollmer, 2011)  How does it work? Well, the answer to that question depends on whether the student’s release from time-out is contingent on certain perimeters or not. In fixed- time procedures, the student is in time-out for a set amount of time from start to finish. In release contingency procedures, the student cannot leave time-out until they have gone a set amount of time without problematic behavior. (Donaldson and Vollmer, 2011)  Is it effective? Studies that tested the effectiveness of contingency release and fixed- time procedures show that both reduce the occurrences of problematic behaviors in students. (Donaldson and Vollmer, 2011)

Extinction Extinction  What is it? Extinction seeks to eliminate targeted inappropriate behavior by withholding the positive reinforcer that encourages the behavior. (Alberto, Troutman, and Axe; 2022)  How does it work? There are a couple of different ways that extinction can work. In the example of a child yelling inappropriately, extinction would involve the adult ignoring the target behavior because the child is seeking attention. On the other side, sometimes negative reinforces, like ending mealtime when a child is seeking to escape eating, can encourage inappropriate behavior, so extinction would involve the feeder taking a 20 second break in between bites before continuing with mealtime. (Bachmeyer et al., 2009)  Is it effective? In the study done on the effect of escape extinction to eliminate inappropriate mealtime behaviors, it proved to be effective in reducing the target behavior. (Bachmeyer et al., 2009)  What is it? Extinction seeks to eliminate targeted inappropriate behavior by withholding the positive reinforcer that encourages the behavior. (Alberto, Troutman, and Axe; 2022)  How does it work? There are a couple of different ways that extinction can work. In the example of a child yelling inappropriately, extinction would involve the adult ignoring the target behavior because the child is seeking attention. On the other side, sometimes negative reinforces, like ending mealtime when a child is seeking to escape eating, can encourage inappropriate behavior, so extinction would involve the feeder taking a 20 second break in between bites before continuing with mealtime. (Bachmeyer et al., 2009)  Is it effective? In the study done on the effect of escape extinction to eliminate inappropriate mealtime behaviors, it proved to be effective in reducing the target behavior. (Bachmeyer et al., 2009)

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How are they alike? How are they alike?  One of the obvious traits that both procedures have is their end goal: eliminating inappropriate behaviors.  Both procedures also do not involve the teacher criticizing the student, getting into a power struggle with the student, or verbally berating the student.  Finally, both procedures have proven to be effective in reducing the number of inappropriate behaviors.  One of the obvious traits that both procedures have is their end goal: eliminating inappropriate behaviors.  Both procedures also do not involve the teacher criticizing the student, getting into a power struggle with the student, or verbally berating the student.  Finally, both procedures have proven to be effective in reducing the number of inappropriate behaviors.

How are they different? How are they different?  Time-out procedures reduce inappropriate target behaviors by implementing a negative consequence for each presentation of the behavior, whether the consequence is a fixed-time or a release contingency procedure.  Extinction procedures reduce inappropriate behavior by withholding any positive reinforcers that potentially encourage the target behavior.  One procedure punishes the inappropriate behavior, while the other procedure ignores it.  Time-out procedures reduce inappropriate target behaviors by implementing a negative consequence for each presentation of the behavior, whether the consequence is a fixed-time or a release contingency procedure.  Extinction procedures reduce inappropriate behavior by withholding any positive reinforcers that potentially encourage the target behavior.  One procedure punishes the inappropriate behavior, while the other procedure ignores it.

Use in the Classroom Use in the Classroom  Time-out procedures: I have used the procedure in my own classroom when I have had self-contained students that would become violent towards themselves or others for attention. I would remove them from the room with all other adults and students and take them across the hall to cool off. I would set a timer for 10 minutes, and I found this to be effective in getting them to stop their behavior, as it wouldn’t get them the attention they wanted.  Extinction procedures: I feel like this is the most common method teachers use in their classroom. Most of us have had students exhibit some kind of inappropriate behavior to get our attention or the attention of others. We’ve ignored it so we do not reinforce the inappropriate behavior. In my experience, effectiveness depends on the student’s personality. I have had some kids who would eventually stop, and some kids who would get louder and louder. I feel like encouraging other students to also ignore the behavior would make it more effective.  Time-out procedures: I have used the procedure in my own classroom when I have had self-contained students that would become violent towards themselves or others for attention. I would remove them from the room with all other adults and students and take them across the hall to cool off. I would set a timer for 10 minutes, and I found this to be effective in getting them to stop their behavior, as it wouldn’t get them the attention they wanted.  Extinction procedures: I feel like this is the most common method teachers use in their classroom. Most of us have had students exhibit some kind of inappropriate behavior to get our attention or the attention of others. We’ve ignored it so we do not reinforce the inappropriate behavior. In my experience, effectiveness depends on the student’s personality. I have had some kids who would eventually stop, and some kids who would get louder and louder. I feel like encouraging other students to also ignore the behavior would make it more effective.

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References References  Alberto, P., Troutman, A. C., & Axe, J. B. (2021). Chapter 8: Arranging Consequences that Decrease Behavior. In Applied Behavior Analysis for Teachers (10th ed.). essay, Pearson Education, Inc.  Bachmeyer, M. H., Piazza, C. C., Fredrick, L. D., Reed, G. K., Rivas, K. D., & Kadey, H. J. (2009). Functional analysis and treatment of multiply controlled inappropriate mealtime behavior. Journal of Applied Behavior Analysis , 42 (3), 641–658. https://doi.org/10.1901/jaba.2009.42-641  Donaldson, J. M., & Vollmer, T. R. (2011). An evaluation and comparison of time-out procedures with and without release contingencies. Journal of Applied Behavior Analysis , 44 (4), 693–705. https://doi.org/10.1901/jaba.2011.44-693  Alberto, P., Troutman, A. C., & Axe, J. B. (2021). Chapter 8: Arranging Consequences that Decrease Behavior. In Applied Behavior Analysis for Teachers (10th ed.). essay, Pearson Education, Inc.  Bachmeyer, M. H., Piazza, C. C., Fredrick, L. D., Reed, G. K., Rivas, K. D., & Kadey, H. J. (2009). Functional analysis and treatment of multiply controlled inappropriate mealtime behavior. Journal of Applied Behavior Analysis , 42 (3), 641–658. https://doi.org/10.1901/jaba.2009.42-641  Donaldson, J. M., & Vollmer, T. R. (2011). An evaluation and comparison of time-out procedures with and without release contingencies. Journal of Applied Behavior Analysis , 44 (4), 693–705. https://doi.org/10.1901/jaba.2011.44-693

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