einforcement Schedules
Engaging with each other is essential in an online course
einforcement Schedules
Engaging with each other is essential in an online course. For this conversation, choose two basic schedules of reinforcement (fixed-ratio, variable-ratio, fixed-interval, variable-interval) and complete ONE of the following activities:
Describe an example, including the antecedent, behavior, and consequence, for your two chosen schedules.
Explain, based on what you know about patterns of responding (think about the chart from this week’s ICS), what types of responding you would expect from each behavior.
Discuss how changing the schedule of reinforcement could change the consistency and rate of responding.
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response 1- example of a variable ratio schedule of reinforcement is slot machines at the casino. You won’t win every time you play, but at some point, you will win some money. Your rate of responding will increase until you win (get reinforcement).A- No money B- Play slot machine C- Win money.An example of a fixed interval schedule of reinforcement is earning a token after being on task for 5 minutes during a small group activity. To earn the token there must be a response of staying on task.A- No tokens not on task. B- Stay on task for 5 minutes. C- Earn tokens.
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response 2–in my job, I have the pleasure of working with a student on a daily basis using the Fixed-Ratio reinforcement schedule. Initially, I employed a continuous reinforcement schedule to encourage his participation in class, and within a few weeks, we noticed a significant improvement. I then transitioned to a fixed reinforcement schedule, where he receives a fidget after participating three times in class (A: teacher asks a question, B: student participates, C: reinforced with a fidget after three times).
Additionally, we utilize a fixed-interval approach, where he is rewarded with a one-minute bounce break on a yoga ball if he can focus on his worksheet or assignment for two minutes without any prompts. In this case, the focus is on the duration of his focus rather than the number of problems he completes.
(A: Student is given worksheet,RBT sets timer, B: Student is working on worksheet for 2 minutes ,C: RBT stops timer and tells him he can take a bounce break).