hi my name is Sarah Zambor and I'm a board certified behavior analyst with
Brett DiNovi & Associates today I'm going to be discussing
extinction which covers c3 d18 D19 and D21 on the bacb fourth edition tasklist
Cooper Quran and humor define extinction as a procedure that occurs when
reinforcement of a previously reinforced behavior is discontinued as a result the
frequency of that behavior decreases in the future while extinction can be an
effective part of a treatment package when implemented correctly there are a
few things to consider prior to recommending if you used by parents
teachers are BTS or anyone else who may be working with the learner one
understanding and preparing for an extinction burst learn Manila whadda
define an extinction burst as increase in frequency intensity or duration of
the target behavior in the early stages of treatment extinction bursts have been
observed in both humans and animals immediately after reinforcement had
stopped this phenomena is especially true when a target behavior has been
reinforced on a continuous schedule some authors have suggested that due to the
potential occurrences of an extinction burst extinction should not be used as
treatment for severe behavior disorders while others suggest the bursts might be
reduced or eliminated by combining extinction with other procedures such as
differential reinforcement research is unclear regarding how often extinction
procedures results in bursting or reinforcement of operant procedures less
than a side effect to understanding spontaneous recovery and resurgence Meir
souls are Azeroth and Wallis authors of behavior analysis for lasting change to
find spontaneous recovery as the reappearance of the extinguished
response at the beginning of a new session despite no resumption of
reinforcement the same authors define resurgence as a reoccurrence of
previously reinforced behavior when a target or dominant behavior is no longer
reinforced both spontaneous recovery and resurgence pose a danger to our learners
some practitioners may attempt to move to more intrusive treatment method if
either occurs when doing so might not actually be necessary having a deep
understanding of both phenomenons just described is crucial before implementing
any type of extinction procedure three intimately responding during extinction
if a targeted behavior is intermittently reinforced it is more likely to promote
the persistence to extinction for example if a student calls out
inappropriate comments during class for attention and that behavior is
intermittently reinforced by staffer peers calling out inappropriate comments
is more likely to show persistence or extinction in 2013 McDonald and
colleagues published the study persistence during extinction examining
the effects of continuous and intermittent reinforcement on problem
behavior in which they had similar findings to Lerman and colleagues in
1996 both McDonald and Lerman found that placing problem behavior on an
intermittent schedule of reinforcement prior to treatment may reduce the
likelihood of extinction burst during treatment conditions as well as
minimizing resistance to change number four making sure the environment can
tolerate any possible side effects of extinction before recommending the
extinction procedure be used it is imperative that the behavior analyst
analyze environment as well as talk with all practitioners expected to implement
the plan the practitioners responsible for implementation should have a full
understanding of what side effects may occur and should be coached by the
behavior analyst until they feel comfortable in cementing the procedure
on their own if the practitioner feels uncomfortable at any point during
implementation the procedure should be terminated an alternative procedure
should be explored if the practitioner is not willing or
comfortable implementing an extinction procedure with the behavior analyst
present it is unlikely they'll do so with no additional supports settings
such as classrooms or learner's homes can be difficult to implement extinction
procedures as target behaviors are often either intermittently reinforced by
peers family members school staff may be untrained on the planned those working
with the learner are unable to tolerate an increase in the target behavior if
practitioners are unsure if they can implement an extinction procedure with
fidelity it is recommended another intervention
be used because if implemented incorrectly they may end up
inadvertently strengthening a higher magnitude target behavior five over use
of traditional escaped extinction procedures traditional escape extinction
is described as the use of repeated verbal prompts often referred to as
nagging and or forced physical prompts to get the learner to comply with a
staff directive both nagging and forced physical problems can lead to a
multitude of harmful side effects these side effects include but are not limited
to a damage relationship between the learner and the practitioner
implementing the traditional escaped extinction procedure an increase in
behavior intensity reduced fight-or-flight responding in the
learner an increased rate of staff burnout often times traditional space
extinction procedures are implemented when the learners are young and easier
to move a redirect however using such procedures
appropriate replacement behaviors are often never taught this is not only a
major to serviceable learner it also poses dangerous situations for both
staff and the learner as a learner gets bigger and stronger and is no longer
possible to physically prompt or redirect when a question to ask yourself
before using a more traditional safe extinction procedure is would you use
this procedure with a neurotypical individual if the answer is no then I
highly recommend you consider why you were using it with your learner in 2017
word at all published a study titled tasks as a reinforcer a reactive
alternative to traditional forms of escape extinction in this study
warden his colleagues tested the efficacy of a reactive extinction
procedure they refer to as a way doubt the way doubt consisted of a time out
from the opportunity to work and therefore a time out from the
opportunity to access reinforcement reinforcement was only provided when
work was complete in Ward study way doubts were found to be effective in
both reducing behavioral accesses and increasing compliance with non-preferred
activities a weed out procedure involves implementation of the following four
steps in a systematic way step one in this step the learner
demonstrates at least one maladaptive behavior were about verbal protest
behavior or fails to respond to an SD for at least five seconds step two
during step two the instructor presents a targeted at salsa for example fighting
a worksheet away from the learner or turning their body away from the learner
while simultaneously saying that's not ready in a calm and neutral tone
step three during this step the instructor waits for the learner to
demonstrate at least five seconds of relatively calm waiting and at least two
seconds of orienting towards the instructor when this has been achieved
the instructor asks ready and a common neutral tone while simultaneously moving
work materials towards a learner if the learner indicates readiness in any way
for example nodding saying yes or refraining from any further protest
while glancing in the direction of the instructor the instructor presents work
materials and attention it is important to note the instructor is never forcing
the learner to work and is entirely hands-off which may look different from
a more traditional escaped extinction procedure step 4 if a learner escalates
in any way after being offered the work materials for a 5 seconds pass and the
learner has not yet showed any indication of readiness the instructor
turns their body away from the learner while simultaneously moving materials
away and returns to step 3 these steps are repeated until the learner has
completed the tasks when utilizing a weighed out procedure ideally the
learner should wait at the table or work area and should be denied access to
attention as well as other potential reinforcers if it is not possible to
keep the learner at the table or work area without extensive physical
prompting the learner should be allowed to leave the work area however the
learner should not be able to access any reinforcers sanitizing the environment
prior to the start of the session is crucial in the success of a weed out
procedure the effectiveness of wait outs depends upon the learners understanding
that the work will ultimately be required and that few if any reinforcers
will be available and so after the work has been completed while wait out may
seem counterintuitive to implement initially it can be a safer and perhaps
more socially valid alternative to the more traditional escaped extinction
procedures described earlier in this video
before using extinction in practice it is important to be familiar with this
extinctions properties as well as how to use extinction effectively in various
environments while at first glance extinction procedures may seem
relatively simple to implement this imperative to ensure all treatment is
both ethical and socially valid I hope this video has been helpful in providing
an overview of the more traditional forms of extinction as well as a
resource to explore recent literature regarding alternatives to the
traditional exceeds procedures please share this video and
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