The aversiveness of timeout from response-dependent and response-independent food deliveries as a function of delivery rate

Seven experiments with rats assessed the aversiveness of timeout using punishment and avoidance procedures. Experiments 1 and 2 considered the contributions of stimulus change, suspending the response-reinforcer contingency, response prevention, the general disruption in the reinforcement schedule during time-in, and overall decreases in reinforcement. Results support the conclusion that response-contingent timeouts punish behavior because they are signaled periods during which an ongoing schedule of positive reinforcement is suspended. Experiments 3, 4, and 5 assessed effects of the reinforcement rate during time-in on the punitive efficacy of timeout and, for comparison, electric shock. Evidence for a direct relation between reinforcement rate and punitive efficacy was equivocal. In Experiments 6 and 7, responding avoided timeout from response-independent food deliveries. Responding was acquired rapidly when it avoided timeouts from free deliveries of pellets or a sucrose solution, but not when it avoided free deliveries of water. At steady-state, avoidance rates and proficiency were directly related to the rate of pellet or sucrose deliveries. The relation between the nature of the time-in environment and the aversiveness of timeout was clear in our avoidance experiments, but not in our punishment experiments. We discuss interpretive problems in evaluating the aversiveness of timeout in the punishment paradigm.

An Empirical Investigation of Time-Out With and Without Escape Extinction to Treat Escape-Maintained Noncompliance

The present study evaluates the effectiveness of two time-out (TO) procedures in reducing escape-maintained noncompliance of 4 children. Noncompliant behavioral function was established via a functional assessment (FA), including indirect and direct descriptive procedures and brief confirmatory experimental analyses. Following FA, parents were taught to consequate noncompliance with two different TO procedures, one without and one with escape extinction following TO release. Although results indicate TO without escape extinction is effective in increasing compliance above baseline levels, more optimal levels of compliance were obtained for all 4 children when escape extinction was added to the TO procedures already in place. Results indicate efficacy of TO with escape extinction when applied to escape-maintained noncompliance and are discussed as an initial example of the successful application of TO to behaviors maintained by negative reinforcement.

The Sequential Introduction of Positive Antecedent and Consequent Components in a Compliance Training Package With Elementary Students

We evaluated the separate and combined effects of the antecedent manipulations of effective instruction delivery and time-in, as well as the effects of the addition of the consequent manipulation of contingent praise in a compliance training package for four elementary students displaying low levels of compliance. Four teachers were trained to introduce these components sequentially in multiple baseline across-participants designs for each of two pairs of students. All students increased compliance from below 40% during baseline to between 84% and 96% in the final treatment phase. Support was demonstrated for the separate and independent effects of the positive antecedent components of effective instruction delivery and time-in, when used alone and in combination. The addition of contingent praise either increased compliance slightly or maintained it at already high levels. Treatment integrity and implications for practitioners and school personnel are discussed, including the effectiveness and simplicity of these procedures, while also offering positive, non-coercive approaches to increasing student compliance.

Positive antecedent and consequent components in child compliance training

This study evaluates the effects of positive antecedent (effective instruction delivery and time-in) and consequent components (contingent praise) on the compliance of 4 children in a clinic setting. Results suggest that the use of effective instruction delivery alone increased compliance above baseline levels for the 4 children and that the additions of time-in and contingent praise further increased compliance for 3 of the 4 children. All three positive treatment components resulted in compliance greater than 80% for all children. Compliance levels were maintained at 1-month follow-up for 2 children. Results are discussed in terms of the benefits to using all of the positive components in compliance training.