scholarly journals “Time-out from positive reinforcement” as the UCS in a CER paradigm with rats

1968 ◽  
Vol 13 (1) ◽  
pp. 3-4 ◽  
Author(s):  
Harold Leitenberg ◽  
Gregory J. Bertsch ◽  
Richard C. Coughlin
Keyword(s):  
Positive Reinforcement ◽  
Time Out

Time-Out From Positive Reinforcement

2013 ◽  
pp. 3126-3126
Author(s):  
Daniel Campbell ◽  
Corey Ray-Subramanian ◽  
Winifred Schultz-Krohn ◽  
Kristen M. Powers ◽  
Renee Watling ◽  
...  
Keyword(s):  
Positive Reinforcement ◽  
Time Out

Time-Out as a Punishment for Stuttering

1968 ◽  
Vol 11 (3) ◽  
pp. 560-566 ◽  
Author(s):  
Samuel K. Haroldson ◽  
Richard R. Martin ◽  
Clark D. Starr
Keyword(s):  
Theoretical Basis ◽  
Positive Reinforcement ◽  
Marked Decrease ◽  
Red Light ◽  
Specific Response ◽  
Experimental Procedure ◽  
Suppression Effect ◽  
Time Out ◽  
General Experimental Procedure

The effects of making time-out from positive reinforcement (TO) contingent upon stuttering were studied in four adult stutterers. The theoretical basis of the study revolved around the notion that speaking is self-reinforcing, and that making TO from speaking contingent upon a specific response will decrease the frequency of that response. The general experimental procedure was one in which subjects spoke spontaneously and a red light was illuminated for 10 seconds contingent upon each stuttering. Subjects were not allowed to speak while the light was illuminated. All four subjects evidenced a marked decrease in stuttering frequency during TO sessions. Some extinction of the suppression effect was observed during those sessions in which TO was removed.

Module 7: Time Out and Privilege Removal

2020 ◽  
pp. 145-168
Author(s):  
Andrea Chronis-Tuscano ◽  
Kelly O’Brien ◽  
Christina M. Danko
Keyword(s):  
Attention Deficit Hyperactivity Disorder ◽  
Problem Behaviors ◽  
Attention Deficit ◽  
Positive Reinforcement ◽  
Emotional Experience ◽  
Children With Adhd ◽  
Inappropriate Behaviors ◽  
Hyperactivity Disorder ◽  
Time Out ◽  
Rule Breaking

In Module 7, parents learn to use time out from positive reinforcement to help their child improve their ability to follow directions and house rules. Children with attention-deficit/hyperactivity disorder (ADHD) benefit from parents who consistently following through with a consequence for noncompliance and rule-breaking to reduce misbehavior. Time out is effective when used in the presence of a secure relationship and where opportunities for connection and positive reinforcement are consistently available in the home environment. Inappropriate behaviors are more likely to happen again when directions and rules are not enforced consistently: misbehavior continues to have positive consequences. Children with ADHD benefit from the structure, consistency, and predictability of the time out consequence to reduce problem behaviors. In fact, time out is thought to help children learn to self-regulate. Parents need to be prepared to manage their own emotional experience and their child’s reaction to execute time out correctly and experience the full benefits of time out.

Teaching a Parent in the Home to Train Self-Help Skills and Increase Compliance in Her Profoundly Retarded Adult Daughter

AAESPH Review ◽  
1978 ◽  
Vol 3 (3) ◽  
pp. 151-161 ◽  
Author(s):  
Susan A. Fowler ◽  
Moses R. Johnson ◽  
Thomas L. Whitman ◽  
George Zukotynski
Keyword(s):  
Behavior Management ◽  
Positive Reinforcement ◽  
Instructional Program ◽  
Tooth Brushing ◽  
The Self ◽  
Verbal Feedback ◽  
Management Skills ◽  
Behavioral Style ◽  
Self Help ◽  
Time Out

The purpose of this study was to teach behavior management skills to the mother of a 24-year old, noninstitutionalized, profoundly retarded, noncompliant, and aggressive woman. Through the use of written instructions and verbal feedback, the mother was trained to apply a positive reinforcement and time-out program. In contrast to previous studies using this approach, this instructional program contained extensive sequenced directions that enabled the mother to systematically apply the procedures in teaching her daughter basic self-help and preacademic skills. These included hair brushing, tooth brushing, face washing, bead stringing, and ring stacking. Results indicated the program was successful in reorienting the mother's behavioral “style” of interaction with her daughter, in increasing the daughter's compliance, and in decreasing her noncompliance and aggressive responses during the self-help and preacademic training.

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