Problems and Considerations with Extinction:

Delayed reaction: once a procedure has been put into place (such as ignoring a person whenever they start to tantrum) it may take considerable time to see a reduction in the tantrum. This is called "resistance to extinction" and is especially noticeable when a behavior that has gone on for quite some time is suddenly not given attention, or ignored.

Increased rate: The saying "It’s going to get a lot worse before it gets better" describes this well. When an extinction program plan is put into effect, parents and teachers should expect to see an increase in the tantrums, hitting, or other behavior that is being ignored. Typically, when parents and teachers decide to ignore the behavior, the individual begins to increase the intensity and length of the behavior that used to get attention. Now, he must try harder to get attention. If the parent or teacher eventually do give attention, the behavior may remain at the increased level of intensity. This is known as an "extinction burst." It is critical that once parents and teachers decide to ignore a behavior to extinguish it, that they truly continue ignoring it, in spite of the stepped-up response of the individual.

Controlling attention: Saying "I’m ignoring you. I'm not paying any attention to you" in actuality is giving attention. It takes practice to truly ignore and helps to have something else to focus on, such as attending to someone who is doing something positive, focusing eyes and body on something else, or physically moving away.

Extinction-induced aggression. "You think you’re ignoring me? Watch this!" A pattern of escalation and aggression often occurs early in the extinction program. Where the individual had previously yelled and cried until he received the desired goal, he now kicks it up a notch and adds slamming the door, pounding on the floor and maybe even hitting the adult.

Spontaneous recovery: After a behavior has seemingly been extinguished or stopped for a time, the teacher or parent may be surprised to see the child or individual repeating the behavior they thought was gone. In essence, the child is really checking to see if the same rule applies after a period of time, or in a new environment. "Hmmm-at home I know if I throw myself on the floor and cry, I don’t get my ice cream treat, but I wonder if that will work in the grocery store?" It is critical that teachers and parents keep the same rule in effect if they wish to keep the behavior from starting up again. The child will quickly learn to resort to tantrums again if he gets a response to them. If he is ignored in the new setting just as he was at home, he will learn that the same rule applies.

Imitation or reinforcement by others. Because most people are involved in living and learning situations in which other people are around them, they are influenced by those people in those situations. In the classroom, an individual may continue a behavior because his classmates laugh each time he burps, even though the teacher ignores it. At home, the child may continue to tantrum because a sibling attends to him while the parents ignore him. When an extinction procedure is put into place, it is important to consider who else will be in contact with the individual and how they will influence the individual. In the classroom, the teacher may attend to students who are "on task" and reinforce them for positive behavior, while ignoring the student who is burping. At home, parents may guide the sibling to another activity and interact with him while the child who is tantruming is ignored.

Limited generalization: this means that the behavior that is being ignored in one classroom may occur more often when the child goes to another classroom where the teacher does not ignore the behaviors all the time. It does not automatically generalize to all settings and situations.

Summary

In summary, a number of considerations need to be reviewed before deciding to implement an extinction program. Some research indicates that when the extinction process is used by itself, it is unlikely to result in constructive learning. Combining procedures, such as using extinction along with reinforcing a positive behavior, is most effective.