Is Isolation Room Time-Out a Punisher?

1981 ◽  
Vol 6 (4) ◽  
pp. 247-256 ◽  
Author(s):  
Donald E. P. Smith
Keyword(s):  
Negative Reinforcement ◽  
Aversive Stimulus ◽  
Maladaptive Behavior ◽  
Theoretical Ground ◽  
Classroom Behaviors ◽  
Isolation Room ◽  
Time Out ◽  
Environmental Stimulation ◽  
Negative Reinforcer ◽  
Mentally Impaired

The commonly held assumption that time-out intervention, as represented by use of an isolation room, constitutes a punisher is disputed on empirical and theoretical ground. Consistent, unemotional use of T-O, without ancillary punishers, is shown to result in typical extinction curves (rather than the steeper gradient of punishment curves) for both autistic and mentally impaired children with widely different abrasive behaviors. Such curves ordinarily result from withdrawal of either a positive or a negative reinforcer. But “maladaptive” classroom behaviors are thought to be maintained by negative reinforcement, the reduction of stress (an aversive stimulus) following agression. Thus, extinction of “maladaptive” behavior will result from withdrawal of the aversive stimulus, (i.e., escape from classroom-induced stress). The danger of using punishers and the therapeutic value of reduced environmental stimulation (RES) are pointed out.

scholarly journals O Jato de Ar Quente Como um Estímulo Aversivo em Contingências de Fuga em Ratos

2020 ◽  
Vol 16 (2) ◽  
Author(s):  
Marcus Bentes de Carvalho Neto ◽  
Thrissy Collares Maestri ◽  
Maria Helena Leite Hunziker
Keyword(s):  
Escape Response ◽  
Negative Reinforcement ◽  
Aversive Stimulus ◽  
Laboratory Research ◽  
Air Blast ◽  
Shuttle Box ◽  
Aversive Control ◽  
Aversive Stimuli ◽  
Hot Air ◽  
Negative Reinforcer

To increase the number of aversive stimuli that are available for laboratory research, the hot air blast (HAB) was tested as a negative reinforcer in two escape contingencies. Sixteen naïve rats were exposed to 30 or 60 HAB presentations. For half of the subjects, the escape response was jumping in a shuttle box; for the others, the HAB was interrupted after a nose poke response. The results showed that seven of eight subjects (87.5%) in each group learned the required escape response. These data confirm the negative reinforcing function of the HAB, which may be an alternative aversive stimulus to be adopted in research with nonhumans subjects.Keywords: escape; negative reinforcement; hot air blast; aversive control.

Case Study: Use of Differential Reinforcement to Suppress Self-Injurious and Aggressive Behavior

1976 ◽  
Vol 39 (3) ◽  
pp. 843-849 ◽  
Author(s):  
Fred Frankel ◽  
Debra Moss ◽  
Susan Schofield ◽  
James Q. Simmons
Keyword(s):  
Aggressive Behavior ◽  
Differential Reinforcement ◽  
Maladaptive Behavior ◽  
Initial Values ◽  
Time Out

A program of differential reinforcement of other behavior was employed to reduce the rates of aggression and head-banging in a 6-yr., 8-mo.-old profoundly retarded female. Whereas, two different time-out procedures were not associated with stable decreases in aggressive behavior, this program was associated with immediate and dramatic decreases in aggression and head-banging. The present results suggest that (a) initial values of such programs may be situation-specific and (b) either the procedure or the inclusion of contingencies for all maladaptives within one program may be superior to a time-out program which focuses on a subset of all maladaptive behavior.

Conditioning against Silences and Therapist-Directed Comments in Group Psychotherapy Using Auditory Stimulation

1966 ◽  
Vol 18 (2) ◽  
pp. 591-599 ◽  
Author(s):  
Stewart L. Wiggins ◽  
Herman C. Salzberg
Keyword(s):  
Group Psychotherapy ◽  
Auditory Stimulus ◽  
Negative Reinforcement ◽  
Veterans Administration ◽  
Future Research ◽  
Control Group ◽  
Adaptive Responses ◽  
Negative Reinforcer ◽  
Experimental Group ◽  
Reinforcement Procedure

An attempt was made to condition the number and duration of silences and the number of therapist-directed responses in group psychotherapy, using an auditory stimulus as a negative reinforcer. Two experimental and one control group of newly admitted neuropsychiatric Veterans Administration inpatients were Ss. Both silences and therapist-directed responses were reduced during the negative reinforcement procedure in the experimental groups. There were no significant changes in the control group which received no negative reinforcement. Therapist-directed responses recovered but silences remained at a low level during extinction, especially for the experimental group receiving the greater number of conditioning sessions. This finding suggests the possibility of permanently eliminating certain responses if conditioning is carried out long enough and more adaptive responses have an opportunity to emerge and become established. Proposals and speculations for future research were discussed.

The Effectiveness of Time-Out in Reducing Maladaptive Behavior of Autistic and Retarded Children

1971 ◽  
Vol 79 (2) ◽  
pp. 189-196 ◽  
Author(s):  
John R. Husted ◽  
Patricia Hall ◽  
Bill Agin
Keyword(s):  
Maladaptive Behavior ◽  
Time Out

scholarly journals Using Structured Positive and Negative Reinforcement to Change Student Behavior in Educational Settings in order to Achieve Student Academic Success

2018 ◽  
Vol 5 (1) ◽  
pp. 17
Author(s):  
J. Kelly ◽  
B. Pohl
Keyword(s):  
Academic Success ◽  
Classroom Management ◽  
Student Behavior ◽  
Negative Reinforcement ◽  
Traditional Classroom ◽  
Classroom Behaviors ◽  
Student Centered ◽  
School Suspensions ◽  
Management Approaches ◽  
Positive Results

<p class="Textoindependiente21">Typically, classroom management approaches for dealing with disruptions and misbehavior from students involve the use of various forms of punishment: removal from the classroom, fines, in-school and out-of- school suspensions, or expulsions (Garret, 2015).  However, traditional classroom management methods have yielded very little positive results. Some would even argue that classroom behaviors are escalating out of control. Using research based approaches; this article’s goal is to help teachers discover student-centered approaches that will positively improve discipline inside the classroom.</p>

A Modest Proposal for a Minor Revolution in the Language of Psychology

1993 ◽  
Vol 4 (4) ◽  
pp. 253-255 ◽  
Author(s):  
Gregory A. Kimble
Keyword(s):  
Common Sense ◽  
Negative Reinforcement ◽  
Popular Support ◽  
Animal Intelligence ◽  
Modest Proposal ◽  
Negative Reinforcer ◽  
A Minor

The definitions of negative reinforcer and negative reinforcement that are currently in nearly universal use are operationally awkward and confusing. The modest proposal for a minor revolution in the language of psychology is to replace the current definitions of positive as well as negative reinforcement with different ones derived from those proposed by E.L. Thorndike (1911) in Animal Intelligence. This revolution should gain popular support because it restores an element of common sense to psychology. It should appeal to science because it is operationally attractive and creates a situation in which important concepts have consistent implications for behavior.

Effects of Punishment on Learning by Aphasic Subjects

1973 ◽  
Vol 36 (1) ◽  
pp. 283-289
Author(s):  
Heraldean Kushner ◽  
Dee Jay Hubbard ◽  
A. W. Knox
Keyword(s):  
Positive Reinforcement ◽  
Aversive Stimulus ◽  
Paired Associate ◽  
Stimulus Card ◽  
Incorrect Response ◽  
Matching Task ◽  
Response Cost ◽  
Punishment Condition ◽  
Time Out ◽  
Visual Matching

Effects of three types of punishment on learning a paired-associate visual-matching task by aphasic Ss were investigated. Ss matched response buttons with stimulus patterns in three punishment conditions—time-out, when E inactivated the pushbuttons and refrained from presenting a stimulus card for a period of 15 sec.; response-cost, when E took a penny from S for every incorrect response; and presentation of an aversive stimulus, during which 95 dB SPL of noise was presented for 0.75 sec. contingent upon an incorrect response. Each punishment condition lasted either until criterion (10 correct responses in 10 trials) was reached, or until 10 min. had elapsed. All aphasic Ss learned the task under at least one type of punishment condition; types of punishment had differential effects for individual Ss, and Ss learned more rapidly when positive reinforcement and punishment were combined.

scholarly journals Varying temporal relationship of an intruded aversive stimulus with time-out from responding

1969 ◽  
Vol 15 (5) ◽  
pp. 229-230 ◽  
Author(s):  
A. G. Snapper ◽  
E. H. Shimoff ◽  
W. N. Schoenfeld
Keyword(s):  
Temporal Relationship ◽  
Aversive Stimulus ◽  
Time Out ◽  
Relationship Of

scholarly journals Reinforcement learning in probabilistic environment and its role in human adaptive and maladaptive behavior

2016 ◽  
Vol 5 (4) ◽  
pp. 85-96
Author(s):  
G.L. Kozunova
Keyword(s):  
Negative Reinforcement ◽  
Learning Opportunities ◽  
Maladaptive Behavior ◽  
Depression And Anxiety ◽  
Learning Mechanisms ◽  
Probabilistic Reinforcement ◽  
Uncertain Outcomes ◽  
The Brain ◽  
Basic Learning ◽  
Striatal System

The article discusses human training in conditions of partly uncertain outcomes of his/her actions that models one of the mechanisms of adaptive behavior in natural environment. Basic learning mechanisms are studied in details through modelling conditional reflexes of animals in experiments, where a certain behavior is reinforced similarly, immediately and repeatedly. At the same time, neurophysiological foundations of learning opportunities in humans under conditions of irregular or delayed reinforcements, despite increased interest to them in recent years, remain poorly studied. Research of mental and neuropsychiatric disorders has made a significant contribution to the development of this problem. Thus, the specific changes in some aspects of learning with probabilistic reinforcement were found in patients with Parkinson's disease, Tourette's syndrome, schizophrenia, depression, and anxiety disorders. In particular, it is shown that susceptibility to positive and negative reinforcement can be violated independently. Taking into consideration the pathogenetic mechanisms of these conditions, it can be concluded that the key structure for this type of training is the cingulate cortex and orbto-frontal cortex involved in bilateral interaction with underlying structures of striatal system, the limbic system and cores of reticular formations of the brain stem.

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