extinction-procedures

name	extinction-procedures
description	Use when designing, implementing, or troubleshooting extinction-based interventions — covers function-specific extinction procedures, extinction bursts, contraindications, and combination with reinforcement strategies.

Extinction Procedures

Definition

Extinction is a procedure in which the reinforcement that previously maintained a behavior is withheld, resulting in a decrease in the future frequency of that behavior. Extinction is not ignoring behavior — it is the precise discontinuation of the functional reinforcer identified through functional assessment.

The specific extinction procedure depends entirely on the function of the behavior. Applying the wrong extinction procedure (e.g., planned ignoring for escape-maintained behavior) will be ineffective and may inadvertently reinforce the behavior.

Function-Specific Extinction Procedures

Attention-Maintained Behavior — Planned Ignoring

When behavior is maintained by social attention (positive reinforcement in the form of reprimands, eye contact, verbal responses, physical proximity):

1. Withhold all forms of attention contingent on the target behavior.
2. Avoid eye contact, verbal statements, facial reactions, and physical contact.
3. Continue engaging with other individuals or tasks as though the behavior is not occurring.
4. Redirect attention to the individual only when the problem behavior ceases and appropriate behavior occurs.

Critical: All attention sources must implement consistently. A single attention delivery during extinction can intermittently reinforce the behavior, making it more resistant to future extinction.

Escape-Maintained Behavior — Escape Extinction

When behavior is maintained by removal of demands or aversive stimuli (negative reinforcement):

1. Continue presenting or following through with the demand despite the occurrence of problem behavior.
2. Use physical guidance if necessary to complete the task (e.g., hand-over-hand for instructional compliance).
3. The individual does not gain access to escape or breaks contingent on problem behavior.

Escape extinction is often the most difficult procedure to implement because it requires maintaining demands during escalating behavior. It can produce significant extinction bursts and should be combined with reinforcement-based strategies (e.g., DRA with FCT — teaching a functional communication response for "break" or "help").

Tangible-Maintained Behavior — Tangible Extinction

When behavior is maintained by access to specific items or activities:

1. Do not deliver the tangible item or activity contingent on problem behavior.
2. Maintain restricted access until the appropriate alternative response occurs.
3. Provide access to the item through the designated appropriate behavior.

Automatically Maintained Behavior — Sensory Extinction

When behavior is maintained by its own sensory consequences (automatic reinforcement):

1. Modify the environment to attenuate or eliminate the sensory consequence produced by the behavior.
2. Examples: Placing gloves on hands for skin-picking (reduces tactile sensation), using protective equipment to reduce sensory feedback, ambient noise to mask auditory self-stimulation.
3. Sensory extinction is often only partially effective because it is difficult to fully eliminate automatic consequences.
4. This procedure requires careful ethical review — equipment or restrictive devices must go through human rights review.

Extinction Burst

An extinction burst is a temporary increase in the frequency, duration, intensity, or variability of the target behavior immediately after extinction is implemented. Extinction bursts are predicted by the principles of operant conditioning and are a sign that extinction is working — the individual is emitting the previously reinforced behavior at higher rates because the expected reinforcer has been withheld.

Characteristics of Extinction Bursts

• Increased frequency: More instances of the behavior per unit time.
• Increased intensity/magnitude: Louder, harder, more forceful behavior.
• Increased duration: Longer episodes.
• Increased variability: Novel topographies the individual has not previously displayed (e.g., a child who typically whines may escalate to screaming or throwing).
• Emotional respondents: Crying, aggression, tantrums — respondent behaviors elicited by the frustration of withheld reinforcement.

Timeline

Extinction bursts typically occur within the first 1–3 sessions of implementation. Behavior generally worsens before it improves. The duration of the burst varies by the individual's reinforcement history — longer and denser histories of reinforcement produce more prolonged and intense bursts.

Spontaneous Recovery

After initial reduction, the behavior may temporarily reappear at previously reinforced levels. This is spontaneous recovery and is normal. If extinction is maintained consistently during spontaneous recovery episodes, the behavior will decrease again, typically more rapidly than the initial extinction process. Spontaneous recovery can occur multiple times, with each recurrence typically being less intense and shorter in duration.

Novel Behaviors During Extinction

When a previously reinforced response no longer produces reinforcement, the individual may emit novel behaviors that were not part of their prior repertoire. This behavioral variability is a fundamental property of extinction and is clinically significant because:

1. It provides opportunities to reinforce appropriate alternative behavior (shaping).
2. It can produce dangerous new topographies that were not anticipated.

When Extinction Is Contraindicated

Do not implement extinction as a standalone procedure when:

• Self-injurious behavior with serious medical risk: If the behavior produces tissue damage, concussion risk, or other medical injury, extinction bursts could result in serious harm during the escalation phase.
• Function is unclear: Without a clear functional assessment, you cannot identify which reinforcer to withhold. Extinction applied to the wrong function is not extinction — it may inadvertently reinforce the behavior.
• Implementation consistency cannot be ensured: Extinction is only effective when the functional reinforcer is withheld every time. If caregivers, teachers, or staff cannot maintain consistency (e.g., due to public settings, multiple implementers, or emotionally challenging behaviors), intermittent reinforcement will make the behavior more resistant. In such cases, emphasize reinforcement-based alternatives.
• Aggressive behavior in settings with vulnerable others: Extinction bursts involving aggression may endanger peers in classroom or residential settings.
• Behavior maintained by automatic reinforcement: When the sensory consequence cannot be effectively blocked or attenuated.

Combining Extinction with Reinforcement

Extinction should rarely be used alone. Best practice is to pair extinction with differential reinforcement:

DRA + Extinction (Functional Communication Training)

1. Conduct functional behavior assessment to identify the maintaining reinforcer.
2. Teach a functionally equivalent alternative response (e.g., "break please" card for escape-maintained behavior).
3. Reinforce the alternative response with the same reinforcer that maintained the problem behavior.
4. Place the problem behavior on extinction — withhold the functional reinforcer for the problem behavior.
5. Initially reinforce every instance of the alternative (CRF), then thin the schedule as the alternative becomes established.

This is the most empirically supported approach for reducing problem behavior while teaching adaptive skills.

DRO + Extinction

Reinforce the absence of problem behavior for a specified interval while simultaneously placing the problem behavior on extinction. The DRO interval resets if the behavior occurs.

DRI + Extinction

Reinforce a behavior that is physically incompatible with the problem behavior (e.g., reinforce hands in lap when the target behavior is hand-biting) while withholding reinforcement for the problem behavior.

Staff and Caregiver Training

Extinction is only as effective as its implementation consistency. Training must include:

1. Rationale: Why extinction works, what an extinction burst is, and why giving in during a burst creates a worse problem.
2. Behavioral rehearsal: Practice implementing the procedure with role-play before going live.
3. Written protocols: Step-by-step instructions for exactly what to do and not do when the behavior occurs.
4. Monitoring: Direct observation of implementer fidelity with feedback.
5. Support planning: Identify who will provide support during difficult extinction bursts. Staff should not implement alone for dangerous behaviors.

Ethical Considerations

• Obtain informed consent before implementing extinction, explicitly describing the likelihood of extinction bursts.
• Ensure the environment is safe for extinction bursts (remove dangerous objects, ensure adequate supervision).
• Document the functional basis for the procedure.
• Monitor data continuously — if the behavior is not decreasing within a reasonable timeframe, reassess the function.
• Never use extinction punitively or without a concurrent plan to teach and reinforce alternative behavior.

Key References

• Lerman, D. C., & Iwata, B. A. (1996). Developing a technology for the use of operant extinction in clinical settings: An examination of basic and applied research. Journal of Applied Behavior Analysis, 29(3), 345–382.
• Cooper, J. O., Heron, T. E., & Heward, W. L. (2020). Applied Behavior Analysis (3rd ed.). Pearson.
• Iwata, B. A., Pace, G. M., Cowdery, G. E., & Miltenberger, R. G. (1994). What makes extinction work: An analysis of procedural form and function. Journal of Applied Behavior Analysis, 27(1), 131–144.
• Tiger, J. H., Hanley, G. P., & Bruzek, J. (2008). Functional communication training: A review and practical guide. Behavior Analysis in Practice, 1(1), 16–23.