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It (extinction) is the result of challenging behavior(s) no longer occurring without the need for reinforcement. If there is a relapse and reinforcements are given, the problem behavior will return. Extinction can be a long process; therefore, it requires that the facilitator of the procedure be completely invested from beginning to end in order for the outcome to be successful. [1] The fewer challenging behaviors observed after extinction will most likely produce a less significant spontaneous recovery. [2] While working towards extinction there are different distributions or schedules of when to administer reinforcements. Some people may use an intermittent reinforcement schedule that include: fixed ratio, variable ratio, fixed interval and variable interval. Another option is to use a continuous reinforcement. Schedules can be both fixed and variable and also the number of reinforcements given during each interval can vary. [3]

Autism

Children with ASD are known to have restricted or repetitive behaviors that can cause problems when trying to function in day-to-day activities. [4] Extinction is used as an intervention to help with problem behaviors. [5]Some problem behaviors may include but are not limited to, self-injurious behaviors, aggression, tantrums, problems with sleep, and making choices. [6] Ignoring certain self-injurious behaviors can lead to the extinction of said behaviors in children with ASD. [7] Escape Extinction (EE) is commonly used in instances when having to make choices causes problem behavior. [8] An example could be having to choose between mint or strawberry flavored toothpaste when brushing your teeth. When implementing EE, the interventionist will use physical and verbal prompting to help the subject make a choice. [9]

Extinction in the Classroom

Problem behaviors in the classroom that would benefit from extinction may include off-task behaviors, blurting, yelling, interrupting and use of inappropriate language. [10] The use of extinction has been used primarily when the problem behaviors interfered with successful classroom outcomes. [11] While other methods have been used in conjunction with extinction, positive outcomes are not likely when extinction is not used in behavior interventions. [12]

  1. ^ Wheeler,J.J., Richey, D.D. (2019). Behavior Management: Principles and Practices of Positive Behavior Supports. New York, NY: Pearson. p. 243. ISBN  0134773683.{{ cite book}}: CS1 maint: multiple names: authors list ( link)
  2. ^ Thrailkill, Eric A.; Kimball, Ryan T.; Kelley, Michael E.; Craig, Andrew R.; Podlesnik, Christopher A. (2018). "Greater reinforcement rate during training increases spontaneous recovery: Spontaneous Recovery". Journal of the Experimental Analysis of Behavior. 109 (1): 238–252. doi: 10.1002/jeab.307.
  3. ^ Pennington, Robert C. (2019). Applied Behavior Analysis for Everyone: Principles and Practices Explained by Applied Researchers Who Use Them. Shawnee, KS: AAPC. p. 120. ISBN  9781942197454.
  4. ^ Rispoli, Mandy; Camargo, Síglia; Machalicek, Wendy; Lang, Russell; Sigafoos, Jeff (2014-05-11). "Functional communication training in the treatment of problem behavior maintained by access to rituals". Journal of Applied Behavior Analysis. 47 (3): 580–593. doi: 10.1002/jaba.130. ISSN  0021-8855.
  5. ^ Falcomata, Terry S.; Hoffman, Katherine J.; Gainey, Summer; Muething, Colin S.; Fienup, Daniel M. (2013-07-10). "A Preliminary Evaluation of Reinstatement of Destructive Behavior Displayed by Individuals With Autism". The Psychological Record. 63 (3): 453–466. doi: 10.11133/j.tpr.2013.63.3.004. ISSN  0033-2933.
  6. ^ Hanley, Gregory P.; Jin, C. Sandy; Vanselow, Nicholas R.; Hanratty, Laura A. (2014-02-25). "Producing meaningful improvements in problem behavior of children with autism via synthesized analyses and treatments". Journal of Applied Behavior Analysis. 47 (1): 16–36. doi: 10.1002/jaba.106. ISSN  0021-8855.
  7. ^ Banda, Devender R.; McAfee, James K.; Hart, Stephanie L. (2009-06-03). "Decreasing Self-Injurious Behavior in a Student with Autism and Tourette Syndrome through Positive Attention and Extinction". Child & Family Behavior Therapy. 31 (2): 144–156. doi: 10.1080/07317100902910604. ISSN  0731-7107.
  8. ^ Allison, Janelle; Wilder, David A; Chong, Ivy; Lugo, Ashley; Pike, Jessica; Rudy, Nikki (2012). "A COMPARISON OF DIFFERENTIAL REINFORCEMENT AND NONCONTINGENT REINFORCEMENT TO TREAT FOOD SELECTIVITY IN A CHILD WITH AUTISM". Journal of Applied Behavior Analysis. 45 (3): 613–617. doi: 10.1901/jaba.2012.45-613. ISSN  0021-8855.
  9. ^ Allison, Janelle; Wilder, David A; Chong, Ivy; Lugo, Ashley; Pike, Jessica; Rudy, Nikki (2012). "A COMPARISON OF DIFFERENTIAL REINFORCEMENT AND NONCONTINGENT REINFORCEMENT TO TREAT FOOD SELECTIVITY IN A CHILD WITH AUTISM". Journal of Applied Behavior Analysis. 45 (3): 613–617. doi: 10.1901/jaba.2012.45-613. ISSN  0021-8855.
  10. ^ Janney, Donna M.; Umbreit, John; Ferro, Jolenea B.; Liaupsin, Carl J.; Lane, Kathleen L. (2012-04-20). "The Effect of the Extinction Procedure in Function-Based Intervention". Journal of Positive Behavior Interventions. 15 (2): 113–123. doi: 10.1177/1098300712441973. ISSN  1098-3007.
  11. ^ Rajaraman, Adithyan; Hanley, Gregory P.; Gover, Holly C.; Staubitz, Johanna L.; Staubitz, John E.; Simcoe, Kathleen M.; Metras, Rachel (2021-04-28). "Minimizing Escalation by Treating Dangerous Problem Behavior Within an Enhanced Choice Model". Behavior Analysis in Practice. 15 (1): 219–242. doi: 10.1007/s40617-020-00548-2. ISSN  1998-1929.
  12. ^ Janney, Donna M.; Umbreit, John; Ferro, Jolenea B.; Liaupsin, Carl J.; Lane, Kathleen L. (2012-04-20). "The Effect of the Extinction Procedure in Function-Based Intervention". Journal of Positive Behavior Interventions. 15 (2): 113–123. doi: 10.1177/1098300712441973. ISSN  1098-3007.
Retrieved from " https://en.wikipedia.org/?title=User:Spantalian76&oldid=1077205511"
From Wikipedia, the free encyclopedia

It (extinction) is the result of challenging behavior(s) no longer occurring without the need for reinforcement. If there is a relapse and reinforcements are given, the problem behavior will return. Extinction can be a long process; therefore, it requires that the facilitator of the procedure be completely invested from beginning to end in order for the outcome to be successful. [1] The fewer challenging behaviors observed after extinction will most likely produce a less significant spontaneous recovery. [2] While working towards extinction there are different distributions or schedules of when to administer reinforcements. Some people may use an intermittent reinforcement schedule that include: fixed ratio, variable ratio, fixed interval and variable interval. Another option is to use a continuous reinforcement. Schedules can be both fixed and variable and also the number of reinforcements given during each interval can vary. [3]

Autism

Children with ASD are known to have restricted or repetitive behaviors that can cause problems when trying to function in day-to-day activities. [4] Extinction is used as an intervention to help with problem behaviors. [5]Some problem behaviors may include but are not limited to, self-injurious behaviors, aggression, tantrums, problems with sleep, and making choices. [6] Ignoring certain self-injurious behaviors can lead to the extinction of said behaviors in children with ASD. [7] Escape Extinction (EE) is commonly used in instances when having to make choices causes problem behavior. [8] An example could be having to choose between mint or strawberry flavored toothpaste when brushing your teeth. When implementing EE, the interventionist will use physical and verbal prompting to help the subject make a choice. [9]

Extinction in the Classroom

Problem behaviors in the classroom that would benefit from extinction may include off-task behaviors, blurting, yelling, interrupting and use of inappropriate language. [10] The use of extinction has been used primarily when the problem behaviors interfered with successful classroom outcomes. [11] While other methods have been used in conjunction with extinction, positive outcomes are not likely when extinction is not used in behavior interventions. [12]

  1. ^ Wheeler,J.J., Richey, D.D. (2019). Behavior Management: Principles and Practices of Positive Behavior Supports. New York, NY: Pearson. p. 243. ISBN  0134773683.{{ cite book}}: CS1 maint: multiple names: authors list ( link)
  2. ^ Thrailkill, Eric A.; Kimball, Ryan T.; Kelley, Michael E.; Craig, Andrew R.; Podlesnik, Christopher A. (2018). "Greater reinforcement rate during training increases spontaneous recovery: Spontaneous Recovery". Journal of the Experimental Analysis of Behavior. 109 (1): 238–252. doi: 10.1002/jeab.307.
  3. ^ Pennington, Robert C. (2019). Applied Behavior Analysis for Everyone: Principles and Practices Explained by Applied Researchers Who Use Them. Shawnee, KS: AAPC. p. 120. ISBN  9781942197454.
  4. ^ Rispoli, Mandy; Camargo, Síglia; Machalicek, Wendy; Lang, Russell; Sigafoos, Jeff (2014-05-11). "Functional communication training in the treatment of problem behavior maintained by access to rituals". Journal of Applied Behavior Analysis. 47 (3): 580–593. doi: 10.1002/jaba.130. ISSN  0021-8855.
  5. ^ Falcomata, Terry S.; Hoffman, Katherine J.; Gainey, Summer; Muething, Colin S.; Fienup, Daniel M. (2013-07-10). "A Preliminary Evaluation of Reinstatement of Destructive Behavior Displayed by Individuals With Autism". The Psychological Record. 63 (3): 453–466. doi: 10.11133/j.tpr.2013.63.3.004. ISSN  0033-2933.
  6. ^ Hanley, Gregory P.; Jin, C. Sandy; Vanselow, Nicholas R.; Hanratty, Laura A. (2014-02-25). "Producing meaningful improvements in problem behavior of children with autism via synthesized analyses and treatments". Journal of Applied Behavior Analysis. 47 (1): 16–36. doi: 10.1002/jaba.106. ISSN  0021-8855.
  7. ^ Banda, Devender R.; McAfee, James K.; Hart, Stephanie L. (2009-06-03). "Decreasing Self-Injurious Behavior in a Student with Autism and Tourette Syndrome through Positive Attention and Extinction". Child & Family Behavior Therapy. 31 (2): 144–156. doi: 10.1080/07317100902910604. ISSN  0731-7107.
  8. ^ Allison, Janelle; Wilder, David A; Chong, Ivy; Lugo, Ashley; Pike, Jessica; Rudy, Nikki (2012). "A COMPARISON OF DIFFERENTIAL REINFORCEMENT AND NONCONTINGENT REINFORCEMENT TO TREAT FOOD SELECTIVITY IN A CHILD WITH AUTISM". Journal of Applied Behavior Analysis. 45 (3): 613–617. doi: 10.1901/jaba.2012.45-613. ISSN  0021-8855.
  9. ^ Allison, Janelle; Wilder, David A; Chong, Ivy; Lugo, Ashley; Pike, Jessica; Rudy, Nikki (2012). "A COMPARISON OF DIFFERENTIAL REINFORCEMENT AND NONCONTINGENT REINFORCEMENT TO TREAT FOOD SELECTIVITY IN A CHILD WITH AUTISM". Journal of Applied Behavior Analysis. 45 (3): 613–617. doi: 10.1901/jaba.2012.45-613. ISSN  0021-8855.
  10. ^ Janney, Donna M.; Umbreit, John; Ferro, Jolenea B.; Liaupsin, Carl J.; Lane, Kathleen L. (2012-04-20). "The Effect of the Extinction Procedure in Function-Based Intervention". Journal of Positive Behavior Interventions. 15 (2): 113–123. doi: 10.1177/1098300712441973. ISSN  1098-3007.
  11. ^ Rajaraman, Adithyan; Hanley, Gregory P.; Gover, Holly C.; Staubitz, Johanna L.; Staubitz, John E.; Simcoe, Kathleen M.; Metras, Rachel (2021-04-28). "Minimizing Escalation by Treating Dangerous Problem Behavior Within an Enhanced Choice Model". Behavior Analysis in Practice. 15 (1): 219–242. doi: 10.1007/s40617-020-00548-2. ISSN  1998-1929.
  12. ^ Janney, Donna M.; Umbreit, John; Ferro, Jolenea B.; Liaupsin, Carl J.; Lane, Kathleen L. (2012-04-20). "The Effect of the Extinction Procedure in Function-Based Intervention". Journal of Positive Behavior Interventions. 15 (2): 113–123. doi: 10.1177/1098300712441973. ISSN  1098-3007.
Retrieved from " https://en.wikipedia.org/?title=User:Spantalian76&oldid=1077205511"

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