Application of timeout from positive reinforcement for increasing the efficiency of speech training

Language training procedures, which involved positive reinforcement for verbal imitation, were applied to increase the appropriate verbal behavior of an almost non-verbal, brain damaged, 5-yr-old boy. Two experiments assessed the effectiveness of timeout from positive reinforcement as a training procedure viewed as having potential punishing and negatively reinforcing functions. In both experiments, timein, termination of timeout and resumption of training, was arranged to have reinforcing properties in that it presented an opportunity to receive positive reinforcers. In Exp. I, the procedure consisted of temporarily halting language training (timeout) following verbal jargon and resuming it (timein) contingent upon the boy sitting quietly in his chair for approximately 30 sec. The jargon declined to almost zero for an extended period each time the procedure was employed. In Exp. II, the procedure consisted of halting language training (timeout) after emission of undesired verbal responses which previously had been reinforced as the desired approximation to the target verbal behavior. Resumption of training (timein) was made contingent upon the emission of the then-desired approximation of the target verbal behavior. In each experiment, the contingent timeout and timein of the language training that involved positive reinforcement effectively reduced the undesired and increased the desired responses.     

Timeout duration and the suppression of deviant behavior in children

The effects of three different timeout durations were investigated in a group of 20 retarded, institutionalized subjects. Each subject received 1, 15, and 30 min of timeout in a design that was counterbalanced in terms of the order in which timeout durations were presented. Displays of deviant behavior-such as aggression, tantrums, and self-destruction-were followed by periods of isolation in a timeout room. A reversal design was employed such that return-to-baseline periods were instituted after each timeout period. The overall effect of timeout was to reduce significantly the rate of deviant behavior. On the average, 15 and 30 min produced a 35% decrease in deviant behavior with little difference between the effectiveness of 15 and 30 min. The range of effects in all timeout conditions varied widely. The sequence in which the 1-min duration was presented effected the direction of its effect. When it preceded the use of longer durations, 1 min was most effective. As it came later in the sequence, its suppressive characteristics became less reliable.     

FUNCTIONAL CONSIDERATIONS IN THE USE OF PROCEDURAL TIMEOUT AND AN EFFECTIVE ALTERNATIVE1

Two single-subject experiments were conducted with students in special preschool classes. In Experiment I, the subject's disruptive, appropriate, and inappropriate play behaviors were measured as a function of three independent variables: reinforcement, a typical timeout procedure, and regularly paced teacher instructions. In an ABA reversal within a multiple baseline across two teachers, all three independent variables comprised the A conditions and procedural timeout was omitted in B. Experiment II examined a second subject's appropriate and inappropriate eating as a function of the same three variables. Two teachers conducted baseline and paced instruction-plus-reinforcement conditions in multiple baseline across teachers. Subsequently, one teacher performed a series of reversals and replications with various combinations of a typical timeout procedure and reinforcement mixed with paced instructions. The results of both experiments suggest that timeout did not produce response decrement in a punishment paradigm, but rather produced response increment in a negative reinforcement paradigm. These results prevailed, even though a reinforcer was operating in the environment before introducing timeout. Paced instructions (delivering instructions to the child at a set pace regardless of the child's behavior) appears to be an alternative when timeout is not effective and, in conjunction with reinforcement, was demonstrated to reduce inappropriate behavior to near zero.     

Delayed reinforcement of fixed-ratio performance without mediating exteroceptive conditioned reinforcement

The performance of pigeons was studied under conditions in which the completion of a fixed-ratio requirement was not contiguous with the presentation of a reinforcer. Timein and timeout periods alternated throughout the experimental sessions. Responses made by an experimental bird during the timein period were accumulated, and when a fixed-ratio requirement had been met, grain was presented to the experimental bird and a yoked control following their first response in the next timein period. Across most manipulations of the fixed-ratio requirement and of the duration of the timeout period, the response rates of the experimental birds were considerably higher than those of their controls, suggesting that the response-reinforcer dependency controlled the behavior of the experimental bird in the absence of a close temporal association between responding on the ratio schedule and reinforcer presentations.     

Avoidance of timeout from response-independent reinforcement

Responses on a lever by rats postponed scheduled timeouts, or periods during which the delivery of response-independent food was withheld. The effects of a number of experimental variables were examined and the conclusions drawn are that the functional relations describing free-operant avoidance of timeout from response-independent reinforcement are similar to those for avoidance of electric shock and that both phenomena are sensitive to the same parametric manipulations. Results suggest that high frequency of food delivery in timein maintains a higher rate of timeout avoidance than low frequency. The evidence argues against an interpretation in terms of adventitious food-reinforcement of the timeout avoidance response. Finally, the effects of scheduling timeouts independently of responding and of omitting timeouts confirm the view that timeouts can be aversive and may act as punishment for responding.     

Control of an obscene "verbal tic" through timeout in an elementary school classroom

A classroom teacher modified the behavior of a 10-yr-old student who had a high rate of obscene vocalizations accompanied by facial twitches. In the first phase, the subject was instructed to repeat rapidly the most frequent obscene word in four daily 15-min sessions. This procedure reduced the frequency of obscene vocalizations, but not to an acceptable level. Subsequently, the teacher was able effectively to control the target behavior using a timeout procedure.     

ASSESSING THE ROLE OF EFFORT REDUCTION IN THE REINFORCING EFFICACY OF TIMEOUT FROM AVOIDANCE

Rats responded on concurrent schedules of shock‐postponement or deletion (avoidance) and timeout from avoidance. In Experiment 1, 3 rats' responses on one lever postponed shocks for 20 s and responses on a second lever produced a 1‐min timeout according to a variable‐interval 45‐s schedule. Across conditions, a warning signal (white noise) was presented 19.5 s, 16 s, 12 s, 8 s, or 4 s before an impending shock. Raising the duration of the warning signal increased both avoidance and timeout response rates. Timeout responding, although positively correlated with avoidance responding, was not correlated with the prevailing shock rate. In Experiment 2, 3 rats' responses on one lever deleted scheduled shocks according to a variable‐cycle 30‐s schedule and responses on a second lever produced a 2‐min timeout as described above. After this baseline condition, the avoidance lever was removed and noncontingent shocks were delivered at intervals yoked to the receipt of shocks in the baseline sessions. Timeout responding decreased when the avoidance lever was removed, even though the shock‐frequency reduction afforded by the timeout remained constant. These results suggest that a key factor in the reinforcing efficacy of timeout is suspension of the requirement to work to avoid shock, rather than the reduction in shock frequency associated with timeout.     

Increased reinforcement when timeout from avoidance includes access to a safe place

Three experiments investigated the reinforcing value of access to a safe place during timeout from an avoidance schedule. Rats were trained on conjoint schedules in which responding both postponed shock on a free-operant avoidance schedule and produced periods of timeout on fixed-ratio schedules. In some conditions, a shelf was inserted into the operant chamber during timeout, enabling subjects to get off the grid floor. The combination of timeout and shelf maintained substantially higher response rates than the baseline avoidance schedule with ratio requirements as high as 90 (Experiment I). Adding the shelf to timeouts in one component of multiple fixed-ratio schedules of timeout resulted in higher response rates in the component where the shelf was included (Experiment II). When timeouts with and without the shelf were arranged on concurrent schedules, the shelf-timeout combination was preferred, even when of shorter duration than timeout alone (Experiment III). In all three experiments, subjects climbed on the shelf, although all shocks were cancelled during timeout periods. The results could not be accounted for solely in terms of the reinforcing properties of changes in shock rates, but required an interpretation that ascribed conditioned reinforcing value to stimuli associated with such changes.     

THE TIMEOUT RIBBON: A NONEXCLUSIONARY TIMEOUT PROCEDURE1

Recently, the use of timeout rooms has been questioned by various agencies, and some have adopted policies that prohibit or greatly restrict exclusionary timeout. The present study developed a timeout procedure that did not require removal of the misbehaver from the learning environment. The procedure was applied to the disruptive behaviors of five severely retarded children in an institutional special-education classroom. An observer prompted all teacher behaviors related to the procedures to assure their precise implementation. After baseline, a reinforcement-only condition was implemented. Each child was given a different colored ribbon to wear as a tie and received edibles and praise every few minutes for good behavior and for wearing the ribbon. When timeout was added, a child's ribbon was removed for any instance of misbehavior and teacher attention and participation in activities ceased for three minutes or until the misbehavior stopped. Reinforcement continued at other times for appropriate behavior. An ABCBC reversal design was used to demonstrate control of the behavior by the conditions applied. On average, the children misbehaved 42% and 32% of the time during the baseline and reinforcement conditions respectively but only 6% of the time during the timeout conditions. A followup probe during the new school year revealed that the teacher was able to conduct the procedure independently and that the children's disruptive behaviors were maintained at low levels. The practicality and acceptability of the procedure were supported further by the successful implementation of the procedure by a teacher in another state and by responses to a questionnaire given to 40 mental health professionals. The ribbon procedure appears to be a viable form of timeout, provided that disruptive behaviors during timeout can be tolerated within the setting, or a backup procedure such as exclusionary timeout is available when needed.     

The use of positive reinforcement in conditioning attending behavior

Individual conditioning techniques were applied in a controlled setting to increase attending behavior of an underachieving 9-yr-old male subject. The procedure involved: (1) determining a stable response pattern, (2) introducing a treatment variable to establish a high rate of task-attending behavior, (3) measuring the effect of withdrawal of the treatment variable after attaining criterion performance, and (4) transferring control to the classroom. The interval of attending behavior required for reinforcement was systematically increased from 30 sec to 600 sec as the behavior came under experimental control. Manipulating the reinforcing contingencies measurably changed the proportion of attending behavior and the frequency and duration of non-attending events. Once the behaviors were under experimental control, procedures were established to program generalization and to maintain the behavior outside the experimental setting.     

THE EFFECTS OF SEVERE BEHAVIOR PROBLEMS IN CHILDREN ON THE TEACHING BEHAVIOR OF ADULTS

Applied behavior analysts have focused on how adults can influence the problem behavior of children using a variety of behavior modification strategies. A related question, virtually unexplored, is how the behavior problems of children influence adults. This child-effects concept was explored empirically in a study involving 12 adults who were asked to teach four pairs of children in which one member of the pair exhibited problem behavior and the other typically did not. Results demonstrated that problem children displayed tantrums, aggression, and self-injury contingent on adult instructional attempts but not at other times, whereas nonproblem children showed little or no problem behavior at any time. Importantly, from a child-effects perspective, adults engaged in teaching activities with nonproblem children more often than with problem children. Also, when an adult worked with a problem child, the breadth of instruction was more limited and typically involved those tasks associated with lower rates of behavior problems. The implications of these results are discussed with respect to theories of escape behavior, current assessment practices, and intervention issues related to maintenance. The existence of child effects suggests that problem behavior may be better understood when it is conceptualized as involving a process of reciprocal influence between adult and child.     

THE USE OF PROMPTS TO ENHANCE VICARIOUS EFFECTS OF NONVERBAL APPROVAL

The effect of nonverbal teacher approval (physical contact in the form of patting approvingly) delivered to target subjects on the attentive behavior of adjacent peers was examined in a special-education classroom. In a reversal design, two pairs of moderately retarded children were exposed to nonverbal approval, with only one subject in each pair receiving approval. In different phases, nonverbal approval was delivered alone or in conjunction with a verbal prompt directed to the adjacent peer or to the class as a whole. The prompt was designed to make salient the target subject's attentive behavior and the nonverbal reinforcing consequences that followed. Providing contingent nonverbal approval alone consistently altered attentive behavior of the target subjects but did not alter the attentive behavior of adjacent peers. However, accompanying nonverbal approval with a verbal prompt did increase attentive behavior of nonreinforced peers.     

CONTINGENT OBSERVATION: AN EFFECTIVE AND ACCEPTABLE PROCEDURE FOR REDUCING DISRUPTIVE BEHAVIOR OF YOUNG CHILDREN IN A GROUP SETTING1

Since a major task of childhood is learning to get along in a group without disrupting other children's activities, caregivers need explicit guidelines for gentle but effective procedures for dealing with disruptive behaviors in child-care settings. In a day-care center for normal 1- and 2-yr-old children, an effort was made to develop a procedure that appeared sufficiently humane and educational to be acceptable to parents and daycare workers, and yet effective in reducing disruptive play behaviors. Caregivers used the occasion of disruptive behavior to instruct the child in appropriate alternatives, then had the child sit on the periphery and observe the appropriate social behavior of the other children, “sit and watch”, for a brief period before inviting him or her to rejoin the play activities. The effectiveness of this procedure was compared with a method commonly recommended for use with young children: instructing the child, then distracting or redirecting the child to an alternative toy or activity. Contingent observation, combining instruction with a brief timeout (from being a participant in an activity to becoming an observer of the activity), proved considerably more effective in maintaining low levels of disruptions and was considered by caregivers and parents to be an appropriate and socially acceptable method of dealing with young children's disruptive behaviors. Therefore, contingent observation can be recommended for general use in day-care programs for young children.     

AN ANALYSIS OF MULTIPLE MISPLACED PARENTAL SOCIAL CONTINGENCIES1

This study analyzed the training of a mother to modify five subclasses of her attention to her young child's noncompliance with instructions, and also displayed the changes in her child's behavior correlated with these events. Training in four subclasses consisted of teaching the mother to withhold various forms of social attention to her daughter's undesired behavior; training in the fifth subclass involved introduction of a brief room-timeout procedure for noncompliance. The effectiveness of the parent-training procedure, consisting of initial instructions and daily feedback, was demonstrated through a multiple-baseline design across the five subclasses of parent behavior. Sequential decreases in the first three subclasses of the mother's social attention to undesired child behavior resulted in incomplete improvements in some child responses; however, a decrease in the fourth subclass resulted in a significant increase in undesired child behavior. Complete remediation of all child behaviors was achieved following the training of a timeout procedure for noncompliance. Postchecks conducted up to 16 weeks later showed that these effects were durable.     

THE EFFECTS OF SOCIAL PUNISHMENT ON NONCOMPLIANCE: A COMPARISON WITH TIMEOUT AND POSITIVE PRACTICE

The effects of social punishment, positive practice, and timeout on the noncompliant behavior of four mentally retarded children were assessed in a multitreatment withdrawal design. When programmed, the experimental procedure occurred contingent on noncompliance to experimenter-issued commands. Commands were given at 55-sec intervals throughout each experimental session. The results showed (1) lower levels of noncompliance with social punishment than with the positive-practice or timeout conditions, and (2) that relatively few applications of social punishment were required to obtain this effect. The advantages of social punishment over other punishment procedures, considerations to be made before using it, and the various aspects of the procedure that contribute to its effectiveness were discussed.     

ESTABLISHMENT OF NONDELUSIONAL RESPONSES IN A SOCIALLY WITHDRAWN CHRONIC SCHIZOPHRENIC1

Multiple treatment interventions including instructions, modelling, timeout, avoidance of repetition, and reinforcement were successful in establishing factual answers to personal background questions in a withdrawn and socially unresponsive chronic schizophrenic. The subject had previously persisted in giving only delusional responses to these questions. A multiple-baseline design across verbal replies to personal background questions demonstrated that the changes in behavior were brought about by the treatment interventions. During baseline, the subject was reinforced for any response to four questions. The experimental interventions were then introduced for the first question and moved sequentially to an additional question when the subject's responses reached the criterion of at least 80% correct for two consecutive sessions. Introduction of the experimental interventions produced an increase from a baseline level of zero to at least 80% correct for each question. The use of the token reinforcement procedure was faded out after the subject was able to answer all four questions correctly at least 80% of the time for two consecutive sessions. Fading of the token reinforcement procedure was accomplished by using increasingly intermittent schedules of token reinforcement during the last seven sessions. In the final session, no tokens were used to reinforce the subject's responding. Nine-, ten-, and 12-month followup interviews were conducted to evaluate the maintenance of treatment gains. Maintenance was found to be complete at the nine- and 10-month followups, but at the 12-month followup interview, the subject answered one question incorrectly. This study replicates an investigation previously reported in this journal.     

MODIFICATION OF THE EXCESSIVE INAPPROPRIATE CLASSROOM BEHAVIOR OF TWO ELEMENTARY SCHOOL STUDENTS USING HOME-BASED CONSEQUENCES AND DAILY REPORT-CARD PROCEDURES1

Two experiments investigated home-based reinforcement contingencies to control excessive behavior in normal classrooms. Subjects were, respectively, a 12-yr-old fifth-grade boy and a 9-yr-old fourth-grade boy, each in a separate classroom and with a different teacher. Following baseline observations in which observers recorded several categories of student behavior and teacher-student interaction, separate conferences were held including parents of the two children, the principal, teachers, and experimenters. A daily report-card procedure was agreed on, stipulating a one-day suspension from school following three successive “undesirable” daily report cards as well as the supervision of home-based privileges and other reinforcers usually contingent on satisfactory daily reports. Measurements of daily rates of teacher attention indicated no important change in this variable throughout the various experimental conditions. The daily report procedure significantly reduced disruptive classroom behavior. In a second experiment, a teacher-operated timer cued her own time-sample observations. Reliability measures revealed that the teacher could accurately measure the child's behavior while she was teaching the class. The procedure was ultimately successfully expanded to the teacher's total contact hours each day.     

The modification of a child's enuresis: some response-response relationships

The present study attempted to evaluate experimentally the relationship between two response classes, enuresis and oppositional behavior. One child who had a long history of bed-wetting was observed in his home setting. Parents' reports and initial observations confirmed that the child was oppositional much of the time. When a timeout operation and differential attention were presented, removed, and presented again, the frequency of oppositional behavior decreased, increased, and decreased accordingly. Fluctuations in enuretic activity also correlated with the presence and absence of the timeout and differential attention operations. The suppression of oppositional behavior and enuretic activity persisted over an 18-month treatment period. It was suggested that the parental operations performed on oppositional behavior may have led to an increase in the parents' social reward value. Cessation of enuretic activity was explained in terms of a shift in parental reinforcer effectiveness.     

EXPERIMENTAL ANALYSIS AND EXTINCTION OF SELF-INJURIOUS ESCAPE BEHAVIOR

Three studies are presented in which environmental correlates of self-injurious behavior were systematically examined and later used as the basis for treatment. In Study 1, 7 developmentally disabled subjects were exposed to a series of conditions designed to identify factors that maintain self-injurious behavior: attention contingent on self-injurious behavior (positive reinforcement), escape from or avoidance of demands contingent on self-injurious behavior (negative reinforcement), alone (automatic reinforcement), and play (control). Results of a multielement design showed that each subject's self-injurious behavior occurred more frequently in the demand condition, suggesting that the behavior served an avoidance or escape function. Six of the 7 subjects participated in Study 2. During educational sessions, “escape extinction” was applied as treatment for their self-injurious behavior in a multiple baseline across subjects design. Results showed noticeable reduction or elimination of self-injurious behavior for each subject and an increase in compliance with instructions in all subjects for whom compliance data were taken. The 7th subject, whose self-injurious behavior during Study 1 occurred in response to medical demands (i.e., physical examinations), participated in Study 3. Treatment was comprised of extinction, as in Study 2, plus reinforcement for tolerance of the examination procedure, and was evaluated in a multiple baseline across settings design. Results showed that the treatment was successful in eliminating self-injurious behavior and that its effects transferred across eight new therapists and three physicians. General implications for the design, interpretation, and uses of assessment studies are discussed.     

Suppression of behavior by timeout punishment when suppression results in loss of positive reinforcement

This investigation, using rats as subjects and punishment by timeout for responses maintained on a ratio schedule, sought to determine whether behavior would be suppressed by timeout punishment when such suppression also reduced reinforcement density or frequency. A series of experiments indicated that timeout punishment suppressed responding, with the degree of suppression increasing as a function of the duration of the timeout period. Suppressive effects were found to decrease as a function of increases in deprivation (body weight) and were eliminated when the punished response also was reinforced. It was concluded that timeout can produce aversive effects even when loss of reinforcement results. An alternative interpretation of the findings, based on the effects of extinction periods and delay of reinforcement on chained behavior, was discussed.