Jessica Harck
SPED 843
Part One: Extinction
Section A: Description of intervention method
Extinction is described by Flick (2011) as permanently removing a source of reinforcement for a behavior in an effort to extinguish or eliminate the behavior. In its simplest form extinction is ignoring a behavior.
Many children with problem behaviors have received significant amounts of attention for their inappropriate behaviors (Flick, 2011). This creates an unhealthy cycle in which the child actively seeks attention (whether negative or positive) through inappropriate behaviors. Extinction can help eliminate this cycle. The following is a video demonstrating extinction of a behavior: http://www.youtube.com/watch?v=5E5OhWKDCqs
It is important when practicing extinction to be aware of which behaviors generally respond best to the extinction procedure. The behaviors that respond best to the extinction procedure often have some distinct qualities. The behaviors are often annoying, not acted out in anger, and disrupt the achievement of a goal. The following is a sample list of behaviors that would work well with the extinction procedure, taken from Flick, 2011 (p. 209): “whining, repetitive demands or requests, bodily functions (such as burping or passing gas), screaming, temper tantrums, crying, swearing, inappropriate noises, rolling eyes, baby talk, complaining, and begging”.
Section B: Types of students for whom extinction is designed
The extinction method can be used with any student exhibiting disruptive behaviors that would be best handled by ignoring the behavior (see Section A for a list of sample behaviors). In studies the use of extinction has been examined in students with emotional and behavioral disorders, attention deficit/hyperactivity disorder (ADHD), and autism (Stahr, Cushing, Lane, Fox, 2006; Banda, Mcafee, Hart, 2009).
Section C: Qualifications for using extinction
There are no specific qualifications for using the extinction procedure. Although the teacher should remember (1) identify whether the behavior fits into the category of those that respond best to ignoring, (2) pick a specific time to begin the extinction procedure, and (3) consistently ignore the behavior to the point of extinction (Flick, 2011).
Section D: Cost of method
There is no cost to use this method.
Section E: Potential risks
The inappropriate behavior will often increase in frequency and intensity (an extinction burst) prior to dissipating. If the teacher “gives in” to the student and the behavior, this will only reinforce the behavior at a higher level of intensity and make it even more difficult to extinguish the behavior in the future (Flick, 2011). Thus it is of utmost importance for the teacher to maintain the extinction procedure (ignoring the behavior) once it has been started. The following is a video demonstrating extinction burst: http://www.youtube.com/watch?v=Jn97UnozDb4&NR=1
Section F: Benefits of method
Students and teachers can benefit from the extinction method through the inappropriate behavior dissipating or disappearing completely.
Section G: Settings appropriate for using extinction
Extinction can be used in almost any setting, as it does not require any specific tools or materials. Extinction should be used wherever the problem behavior is occurring.
Section H: Fields attitude toward method
In general the field of education appears to be supportive of using the extinction method. Multiple studies have demonstrated the positive effects of extinction, when used correctly.
Part Two: A review of literature
Banda, D.R., McAfee, J.K., & Hart, S.L. (2000). Decreasing self-injurious behavior in a student with autism and Tourette syndrome through positive attention and extinction. Child and Family Behavior Therapy, 31, 144-156. Retrieved March 24, from Academic Search Premier database.
Section A: Participants
The participant in this study is a 13-year-old boy named Jack diagnosed with severe autism and Tourette syndrome. He receives all of his academic instruction in a self-contained special education classroom. Jack was chosen for this study because he frequently displays intense self injurious behavior (SIB) by hitting his head with a closed fist.
Section B: Research design
Researchers used an A-B-A-C design in this study. “A” represented the baseline phase in which the teaching assistant asked Jack to complete academic activities. When Jack hit himself during this phase the assistant used existing classroom procedures of blocking the hit and saying “No” or “Don’t hit”. During the first intervention phase (B) the teaching assistant provided positive attention every 10 seconds that Jack did not exhibit SIB, and when Jack did hit himself she ignored him for 10 seconds (thus practicing extinction). The second baseline phase (A) the teaching assistant resumed original classroom procedures (described above). During phase (C) the assistant returned to interventions of positive social attention and extinction.
Section C: Dependent variables
The dependent variable is Jack’s SIB- using his closed fist to hit any part of his face or head.
Section D: Independent variables
Independent variables are providing Jack with positive social attention for not hitting and using extinction method when he Jack exhibits SIB.
Section E: Summary
Results indicate that the interventions, positive social attention and extinction significantly decreased Jack’s self injurious behavior. Jack’s SIB averaged 5.7 hits per minute during the first baseline phase (A). His SIB decreased to an average of 3.7 hits per minute during the first intervention (B). A return to baseline conditions (A) increased Jack’s SIB to 4.6 hits per minute. Jack’s SIB averaged 3.5 hits per minute in the final phase of intervention (C). By the end of the intervention Jack’s SIB had decreased to zero.
References
Devender, B. R., McAfee, J. K., & Hart, S. L. (2009). Decreasing self-injurious behavior in a student with autism and Tourette syndrome through positive attention and extinction. Child and Family Behavior Therapy, 31, 144-156. Retrieved March 25, 2011, from the Academic Search Premier database.
Flick, G. L. (2011). Positive behavioral interventions and supports . Understanding and managing emotional and behavior disorders in the classroom (pp. 186-220). Boston: Pearson.
Stahr, B., Cushing, D., Lane, K., & Fox, J. (2006). Efficacy of a function-based intervention in decreasing off-task behavior exhibited by a student with ADHD. Journal of Positive Behavior Interventions, 8(4), 201-211. Retrieved March 26, 2011, from the Academic Search Premier database.
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