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Mild punishment techniques 
After unsuccessful attempts to decrease inappropriate behavior via serious attempts with differential 
reinforcement techniques and extinction in the classroom, the teacher is now left with implementing mildly 
aversive techniques in the classroom, or mild punishment. Punishment is the contingent presentation of an 
aversive stimulus immediately following a behavior that decreases the future probability of the behavior. 
Punishment should always be used 
last
in the sequence of techniques to decrease or eliminate inappropriate 
behavior, it should be used judiciously, and it is wise to obtain parental permission for any type of punishment 
that is above and beyond what is traditionally used as in any classroom. Many mild punishment techniques are 
not very aversive, yet are very effective, and these are discussed below. 
Response cost 
This simple procedure involves the teacher’s taking back already-earned reinforcement when a student 
engages in classroom rule-breaking behavior. A student engages in inappropriate behavior and the teacher 
warns him or her that if it occurs again the student will lose fifteen minutes of earned computer game time. 
The student displays the inappropriate behavior once again, and the teacher follows through with the 
warning and removes the fifteen minutes of earned computer time. Response cost works particularly well 
in classrooms that have a point system or a token economy in place where students earn points or tokens 
for appropriate behavior, and exchange them for things that they can “buy” in the classroom “store” or 
surprise box. When students display the inappropriate behavior after being warned of negative 
consequences, it “costs” them already earned positive reinforcement. Teachers need to be careful with this 
type of behavior reduction system so that they do not attempt to kill a fly with a sledgehammer. In other 
words, pair the mild punishment (i.e., removal of R+ or privileges) with the seriousness of the crime. It also 
helps in the administration of the response cost system if the teacher posts the values of reinforcement 
reduction for common misbehavior in the classroom (e.g., talking without teacher permission, getting out 
of seat, throwing objects, not completing classroom assignments, etc.). 
Time-out 
Perhaps one of the most controversial punishment contingencies used in and out of school is time-out.
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The term “time-out” is actually shorthand for the complete title of the procedure, 
time-out from positive 
reinforcement
. The teacher simply removes a student from receiving additional reinforcement for some 
period of time. A fair period of time for a student to spend in time-out would be one minute for each year 
of age of the student (i.e., an eight-year old student would spend a maximum of eight minutes in time-out). 
There are levels of removal involved in the use of time-out. An example of 
non-exclusion time-out
would 
be when a teacher does not remove the student from the classroom, but the student is prohibited from 
receiving any type of R+. A student can remain at his or her desk, or the teacher can slightly move the 
student and desk away from the main action place in the classroom. In 
exclusion time-out
the student is 
removed from an instructional environment by having him or her stand out in the hallway or placed in a 
specific time-out room (the latter is also known as 
seclusionary time-out
). Unsupervised time-out rooms 
should be avoided at all times, and litigation has especially shown the danger of such arrangements. The 
Council for Exceptional Children has specific position statements concerning the use of seclusionary time-
out, and interested readers may consult the CEC website for additional information. 
A special hazard in the use of time-out in the classroom is its negative reinforcement value for the teacher. 
Here is an example: A student misbehaves constantly and the teacher sends him or her to stand out in the 
hallway outside the classroom. Without the misbehaving student (or aversive stimulus to the teacher) in the 
classroom it is like a breath of fresh air for the teacher, and she or he elects to have the pupil spend an 
inordinate and unfair amount of time outside the classroom in time-out without instruction. When used by 
the uninformed teacher time-out is a perilous procedure. Conversely, in the hands of an informed instructor, 
and with parental permission to use 
after
other, less intrusive methods of behavior change have been 
attempted (e.g., the differential reinforcement techniques), it can and does work. 
Overcorrection 

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There are two types of overcorrection that are used (a) as behavior-reduction techniques, and (b) to teach 
students to engage in appropriate replacement behaviors rather than the inappropriate conduct needing 
modification. The first is 
restitutional overcorrection
in which a student restores the environment to a better 
state than it was when the inappropriate behavior first occurred. A good example of this is when a student 
throws paper at the classroom trashcan from across the room. The teacher warns her not to do it again, but 
yet the student persists. So, the next time the teacher sees her throwing paper from great distances again, 
the teacher says (in a very calm voice), “Elizabeth, I warned you to stop throwing paper across the room at 
the trashcan, but yet you persist. So, now you not only have to pick up your trash near the trashcan, but you 
also have to pick up all the paper that lies on the floor in the entire classroom. Please get started cleaning 
up now, and please do not do it again.” The teacher then continues with the academic instruction as if 
nothing happened. 
In 
positive practice overcorrection
, a student who engages in the inappropriate behavior is told by the 
teacher to employ a correct replacement behavior to the inappropriate one, and to do so multiple times. 
When a student comes into a classroom and consistently slams the door behind him very loudly, most would 
consider it inappropriate behavior. The teacher warns the student saying that if he does it again the teacher 
will have to deliver unwanted consequences. So, Ralph does it again and the teacher then says to him: 
“Ralph, I warned you not to slam the door when you enter the room, but yet you did it again. Now, here is 
what I want you to do. I want you to stand by the door and open and shut it ten times properly, without 
slamming it the way you just did. When you are finished with the ten correct openings and closings you 
can then sit at your desk. Understand?” Ralph then opens and closes the door properly ten times and returns 
to his desk, and the teacher continues instruction as if nothing unusual had happened. 
Video: Classroom Behavior Analysis 
In this video, Dr. Sabornie discusses some of the appropriate and inappropriate behaviors displayed in 
the opening video.