Question 1

Define spaced-responding DRL, and give an example.

Accepted Answer

In spaced-responding DRL, an instance of a behavior must occur for reinforcement, and that instance must be separated from a previous instance of that behavior by a specified period of time.For example, this type of schedule might be used with a child who asks a parent for a drink of water every few minutes.The child might be put on a spaced- responding DRL one response per hour schedule, meaning that a request for a drink will be reinforced only if it has not occurred during the preceding hour.Any appropriate example is acceptable.

Question 2

What happens if the frequency of reinforcement on DRL, DRO, DRI, or DRA is too low or is decreased too rapidly?

Accepted Answer

The behavior is likely to increase in frequency to its level of occurrence prior to the introduction of the schedule.

Question 3

Describe how saying a rule to himself may have influenced Tommy's decreased talk-outs.

Accepted Answer

Tommy's saying of the rule to himself was likely reinforced on a continuous reinforcement schedule with the reinforcer being the excitement that Tommy felt when he thought about how much fun he was going to have, a conditioned reinforcer.

Question 4

Define limited-responding DRL, and give an example.

Accepted Answer

In limited responding DRL, an individual

Question 5

Describe a pitfall of DRL for people who are ignorant of its effects.
Give an example.

Accepted Answer

People sometimes inadvertently reinforce

Question 6

What immediate consequence might account for the effectiveness of the delayed reinforcement contingency applied to Tommy's talk-outs?

Accepted Answer

First, praise from the teacher when she

Question 7

Give in some detail an example, which is not in this chapter, of how DRL would be useful in treating a behavior problem. Indicate which type of DRL is to be used.

Accepted Answer

For example, suppose that a young couple

Question 8

Explain what a DRO schedule is. Give an example of one that occurs in everyday life.

Accepted Answer

A reinforcer is presented if a specified

Question 9

How is a spaced-responding DRL procedurally similar to and different from an FI schedule?

Accepted Answer

In spaced-responding DRL and on an FI sc

Question 10

What is a procedural difference between a spaced-responding DRL and an FD schedule?

Accepted Answer

In spaced responding DRL, a fixed time m

Question 11

Give in some detail an example, which is not in this chapter, of how a DRO might be useful in treating a behavior problem.

Accepted Answer

For example, a staff member in a group h

Question 12

Explain, in general, what a DRL schedule is. Give an example of one that occurs in everyday life, and that is not in this chapter.

Accepted Answer

DRL is a schedule of reinforcement where

Question 13

Describe briefly, point by point, how Tommy's talking out in class was reduced.

Accepted Answer

(a)Tommy received instructions about a p

Question 14

Why might a DRI schedule sometimes be chosen instead of a DRO schedule?

Accepted Answer

When using a DRO schedule to decrease a

Question 15

Explain what a DRI schedule is. Give an example that is not in this chapter.

Accepted Answer

DRI is a schedule for decreasing a respo

Question 16

What is the difference between DRI and DRA?

Accepted Answer

DRI involves decreasing a target behavio

Question 17

What is the difference in the use of the schedules of reinforcement in Chapter 8 compared to the differential reinforcement procedures in this chapter?

Accepted Answer

The schedules of reinforcement

Question 18

What two words does the O in DRO stand for? Explain your answer.

Accepted Answer

For other responding, in which case a DR

Exam 12: Differential Reinforcement Procedures to Decrease Behavior

Define spaced-responding DRL, and give an example.

What happens if the frequency of reinforcement on DRL, DRO, DRI, or DRA is too low or is decreased too rapidly?

Describe how saying a rule to himself may have influenced Tommy's decreased talk-outs.

Define limited-responding DRL, and give an example.

Describe a pitfall of DRL for people who are ignorant of its effects. Give an example.

What immediate consequence might account for the effectiveness of the delayed reinforcement contingency applied to Tommy's talk-outs?

Give in some detail an example, which is not in this chapter, of how DRL would be useful in treating a behavior problem. Indicate which type of DRL is to be used.

Explain what a DRO schedule is. Give an example of one that occurs in everyday life.

How is a spaced-responding DRL procedurally similar to and different from an FI schedule?

What is a procedural difference between a spaced-responding DRL and an FD schedule?

Give in some detail an example, which is not in this chapter, of how a DRO might be useful in treating a behavior problem.

Explain, in general, what a DRL schedule is. Give an example of one that occurs in everyday life, and that is not in this chapter.

Describe briefly, point by point, how Tommy's talking out in class was reduced.

Why might a DRI schedule sometimes be chosen instead of a DRO schedule?

Explain what a DRI schedule is. Give an example that is not in this chapter.

What is the difference between DRI and DRA?

What is the difference in the use of the schedules of reinforcement in Chapter 8 compared to the differential reinforcement procedures in this chapter?

What two words does the O in DRO stand for? Explain your answer.

Introduction

Areas of Application: an Overview

Respondent Classical, Pavlovian Conditioning of Reflexive Behavior

Increasing a Behavior With Positive Reinforcement

Increasing Behavior With Conditioned Reinforcement

Decreasing a Behavior With Operant Extinction

Getting a New Behavior to Occur With Shaping

Developing Behavioral Persistence With Schedules of Reinforcement

Responding at the Right Time and Place: Stimulus Discrimination and Stimulus Generalization

Changing the Stimulus Control of a Behavior With Fading

Getting a New Sequence of Behaviors to Occur With Behavior Chaining

Decreasing Behavior With Punishment

Establishing Behavior by Escape and Avoidance Conditioning

Respondent and Operant Conditioning Together

Transferring Behavior to New Settings and Making It Last: Generality of Behavior Change

Antecedent Control: Rules and Goals

Antecedent Control: Modeling, Guidance, and Situational Inducement

Antecedent Control: Motivation

Behavioral Assessment: Initial Considerations

Direct Behavioral Assessment: What to Record and How

Doing Behavior Modification Research

Functional Assessment of Problem Behavior

Planning, Applying, and Evaluating a Behavioral Program

Token Economies

Helping an Individual to Develop Self-Control

Approaches to Behavior Therapy: Cognitive Restructuring; Self-Directed Coping Methods; and Mindfulness and Acceptance Procedures

Psychological Disorders Treated by Behavioral and Cognitive Behavioral Therapies

Giving It All Some Perspective: a Brief History

Ethical Issues

Shaping and Schedules of Reinforcement: A Comprehensive Guide

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