Compare And Contrast Extinction For Behavior Maintained By P

Compare And Contrast Extinction for Behavior Maintained by positive reinforcement, negative reinforcement, and automatic reinforcement

Extinction is a fundamental behavior reduction technique in applied behavior analysis that involves discontinuing the reinforcement that maintains a specific behavior. The concept of extinction applies across various reinforcement contingencies, including positive reinforcement, negative reinforcement, and automatic reinforcement. While the core principle remains the same—ceasing the reinforcement to diminish the behavior—the procedural application and effects can differ significantly depending on the type of reinforcement involved.

Extinction for behaviors maintained by positive reinforcement involves withholding the favored positive stimulus that previously increased behavior. For example, if a child receives praise for completing a task, extinction would entail not providing praise when the child attempts to complete that task again, leading to a decrease in the behavior over time. Similarly, extinction for negative reinforcement entails preventing the escape or avoidance that previously reinforced the behavior. For instance, if a student yells to escape a demanding task, withholding escape (e.g., not allowing avoidance) would be necessary to implement extinction, reducing the yelling behavior. Automatic reinforcement, which refers to behaviors maintained by internal sensory consequences, is also subject to extinction, often involving modifying the sensory outcome or providing alternative activities to replace the behavior.

Despite these differences in procedures, the fundamental principle of extinction remains consistent: contingent removal of reinforcement whether it is positive, negative, or automatic, decreases the likelihood of the behavior recurring. However, the procedural distinctions are crucial, as behaviors maintained by each form of reinforcement respond differently to extinction efforts. For behaviors maintained by positive reinforcement, extinguishing the delivery of the positive reinforcer results in a gradual reduction; patience and consistency are essential. In contrast, behaviors maintained by negative reinforcement may initially increase in frequency or severity—a phenomenon known as an extinction burst—before decreasing. Automatic reinforcement behaviors are often more challenging to treat because their sensory basis might persist independently of external reinforcement, requiring additional procedures such as alternative sensory activities or environmental modifications.

Differences Between Extinction, Forgetting, Response Blocking, Noncontingent Reinforcement

Extinction refers to the discontinuation of reinforcement following a problematic behavior, leading over time to a decrease in that behavior. It is a systematic procedure aimed at eliminating behavior by withholding reinforcement. Forgetting, on the other hand, occurs naturally when a behavior diminishes due to the passage of time without reinforcement, without deliberate implementation of extinction procedures. Response blocking involves physically intervening to prevent the occurrence of a behavior—such as blocking a hand-biting action—without necessarily addressing the reinforcement maintaining it. Noncontingent reinforcement (NCR) involves providing reinforcement independent of the problematic behavior, which, paradoxically, can be used to reduce the behavior by satiating the motivating reinforcer, thereby decreasing the behavior's frequency. While extinction directly reduces behavior by withholding reinforcement, response blocking physically prevents behavior execution, and NCR aims to diminish behavior by reducing the motivation to engage in it through alternative reinforcement.

Examples and Descriptions of Extinction-Related Phenomena

An extinction burst is a temporary increase in the behavior's frequency, intensity, or duration immediately after extinction begins. For example, a child who usually receives praise for cleaning their room may initially increase their attempts or protests when praise is no longer given. Spontaneous recovery refers to the reappearance of a previously extinguished behavior after some time has passed, indicating that extinction does not erase learning but suppresses the response temporarily. Resurgence involves the re-emergence of a previously reinforced behavior when the current reinforcement schedule is disrupted—in other words, when the reinforcement for a different behavior is withheld. Relapse is a return to the problematic behavior after a period of improvement, often triggered by stress, environmental cues, or fatigue, and requires ongoing monitoring and intervention.

Prompting Flow Chart: Filling in the Blanks

Prompting Recent

Prompts Stimulus Prompts Verbal or Visual Physical Guidance Modeling Transferring Stimulus Control from Response Prompts to Naturally Existing Stimuli Stimulus Standardized Matching to Levels Levels to Match Generalization Guided Teaching Delayed Stimulus Fading Stimulus Standardized Transfer

Definitions and Examples of Key Behavioral Strategies and Concepts

A. Preattending Skills: These are skills that prevent problematic behaviors by teaching alternative, appropriate responses. For example, teaching a child to request a break instead of tantruming.

B. Stimulus Salience: The prominence or noticeable features of a stimulus that draw attention. For example, a brightly colored sign catching a child's eye.

C. Masking: Covering or obscuring a stimulus to reduce its impact. For example, covering a screen to prevent distraction during learning.

D. Overshadowing: When a more salient stimulus suppresses the response to a less salient one. For example, a loud noise overshadowing a visual cue, making it less noticeable.

Stimulus Shape Transformation Prompt Procedure

The stimulus shape transformation prompt involves gradually changing the form or presentation of a stimulus to promote generalization or discrimination. Example: teaching a child to identify letters by gradually changing the font style, size, or color in a series of steps, starting with highly salient visual stimuli and progressively moving to more subtle differences. The procedure includes at least five steps:

1. Begin with a highly distinctive stimulus (e.g., large, bold letter).
2. Modify the stimulus slightly (e.g., different font style).
3. Further subtle changes (e.g., change in color).
4. Use near-identical stimuli but with minor differences.
5. Present standard stimuli in natural contexts without prompts.

Clinical Application of Extinction

Trevor, a 16-year-old who bites his hand to escape daily tasks, may benefit from extinction if his escape behavior is maintained by negative reinforcement. Applying extinction by blocking escape or preventing avoidance would be appropriate, with safety measures such as ensuring physical safety and teaching alternative responses. An extinction procedure might involve not allowing Trevor to escape, paired with teaching functional communication to request breaks appropriately. Extinction burst may occur initially, with an increase in biting or protesting, which necessitates comprehensive safety measures such as padding or supervision. Additional behavioral programming, including teaching replacement behaviors like requesting help or breaks, can effectively address the extinction effects and facilitate successful behavior reduction.

Carl, a 3-year-old with non-socially motivated loud screams, might not require extinction if the behavior does not serve a social function. Instead, differential reinforcement might be more appropriate. For behaviors maintained by automatic reinforcement, extinction alone is often insufficient, and sensory alternatives or environmental modifications are needed. For instance, Micah's repeated light switching maintained by social attention could be reduced by teaching alternative skills, such as requesting attention appropriately, and reducing attention contingent on the behavior.

Similarly, for behaviors maintained by automatic reinforcement, such as repetitive movements, environmental modifications like providing sensory toys or scheduled breaks help reduce the need to engage in such behaviors. For behaviors like Margaret's light turning in her room maintained by looking at lights, extinction combined with environmental management would be recommended. For Holden's verbal bargaining, a combined approach involving extinction, teaching functional communication, and reinforcement for appropriate behaviors would be effective. Lastly, for self-injurious behaviors such as Portia's head hitting, safety precautions are essential, and extinction procedures should be combined with teaching alternative responses and medical interventions to prevent tissue damage.

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