Frequently Asked Questions

Q. I've tried ignoring one of my student's sequences of undesired behaviors in the classroom (yelling for help rather than raising his hand, standing on his desk) but it doesn't help. What am I doing wrong?

A. First of all, remember that extinction works best when used in conjunction with other techniques. Are you reinforcing the individual when he is doing what is expected? Is it clear to him what the expected behaviors are? Have you done a review to help understand why the individual is acting the way he is? (Is it for attention only? or are there some sensory and communication issues that are affecting the behavior?) Also look at your behavior and responses-are you truly ignoring the behavior or inadvertently responding to it? John-you need to raise your hand if you want me to attend to you! is reinforcing the undesired behavior.

Q. I know you said that when an extinction program is implemented that you can expect the behavior to get worse before it gets better, but I don't know how much longer I can hang in with the procedure! My child has just begun to use a communication system but still screams when he doesn't get what he wants as quickly as he wants. What tips do you have to help me get through this?

A. Congratulations on implementing a communication system! Your child most likely had been reinforced for screaming because he had no other way to indicate his needs. Now he does, but he will still fall back on the screaming behavior. If the screaming has been a long-standing behavior, it will take longer to decrease and become extinct. You are taking the right steps by combining positive reinforcement (responding when he uses his communication system) with extinction (ignoring when screaming). Look at how other people respond to your child; be sure they are clued in to responding to his use of a communication system and ignoring the screaming.