AB541_Unit9_StudyGuide

docx

School

University of Central Florida *

*We aren’t endorsed by this school

Course

524

Subject

Chemistry

Date

Dec 6, 2023

Type

docx

Pages

Uploaded by AgentPuppy3534

AB541: Concepts & Principles II Study Guide (15 points) Unit 9: Complex Schedules Student: Crishtine Sundar Fill out each question of the study guide using readings, powerpoints, and textbooks. 1. What are compound schedules? (0.5 pt) Compound schedules consist of having two or more schedules of reinforcement. 2. Define the following complex schedules of reinforcement. (1 pt each): a. A concurrent schedule of reinforcement has two or more contingencies, simultaneously or independently and has two or more behaviors. b. Mixed schedules of reinforcement is when two or more schedules of reinforcement are used in a random order, without any corrlationg towards the discriminative stimuli. c. Multiple schuldes are like mixed scheudles as these also have two or more scheudles of reinforcerment used ina random or alternating order. d. Chained schedule of reinforcement is providing reinforcement after the successful completion of different components and in the order they were meant to be. e. Tandem scheudles are like chained schedules of reinforcement however they don’t have any correlated disctrimanitive stimuli f. Alternative schedule of reinforcement provides reinforcement after an interval or ratio is met. g. Conjunctive schedule of reinformcnet is providing reinformcnet sfter both the ratio and interval criterion being met. Answer scenario questions below (1.5 pts each): 1. You are working with a child who exhibits problem behavior to access escape from work demands. You teach the child how to request a break appropriately, which involves handing over a picture card with

the phrase “Break, please.” The child learned the skill relatively quickly, but now she is handing over the break card so frequently that her work time is greatly reduced and she is not learning other skills. You decide to alternate periods of time when she can request the break with periods when she cannot request a break. You alternate 3 minutes when handing over the break card is not reinforced with a break with 1 minute when handing over the break card is reinforced with a break. The behavior of handing over the break card is more likely to occur. a. Stimulus that is functioning as the reinforcer: Break is the stimulus functioning as the reinforcer b. Type of reinforcement: Fixed interval c. Schedule or control procedure: alternative schedule 2. Sarah is busy juggling a lot of different responsibilities. She has a total of 15 different tasks to complete on Monday in a very specific order so she decides to write a To Do list to make sure she gets everything done. If she completes everything on her list, her husband will do the 15th task for her (make dinner), if she doesn’t complete everything on the list, she must do the 15th task herself (make dinner herself). She is likely to complete all her tasks under these conditions. a. Stimulus that is functioning as the reinforcer: dinner work b. Type of reinforcement: fixed ratio c. Schedule or control procedure: chained schedule 3. You are working with Sam, a 5th grader who has trouble getting his work done. You come up with a plan which involves giving him a break from work if he completes 10 sentences in his writing book. If he hasn’t completed all 10 sentences within 10 minutes, you provide the break following the first sentence after 10 minutes. The behavior is completing sentences. This behavior is likely to occur in the future. a. Stimulus that is functioning as the reinforcer: the break b. Type of reinforcement: fixed ratio

c. Schedule or control procedure: Alternating Schedule 4. Jan’s mother tells Jan that she can either clean-up her bedroom and earn $2 allowance or clean up the entire house and earn $20 allowance. Jan consistently selects cleaning the whole house to earn $20 allowance. The behavior is cleaning the whole house and this behavior is likely to occur in the future. a. Stimulus that is functioning as the reinforcer: the money b. Type of reinforcement: fixed interval c. Schedule or control procedure: concurrent Application Question (1.5 pts): Write an example of when you could use one complex schedule of reinforcement including the following. : - Behavior(s) being targeted o Any occurance of eating food with one hand using cutlery such as spoon, fork or knife. Food must be taken by BraHil, chewed and swallowed to count as an occurance. - What type of complex schedule (including schedule for each) o Multiple schedules:  Green light condition: BraHil is reinforced on a VR-5 schedule with reinforcement provided provided by the RBT in the form of tokens.  Red light condition: Eating the food with hands or not eating the food at all is then met with no attention and tokens from the RBT. - Rationale for using this schedule of reinforcement o This type of complex schedule was used so that BraHil is able to discriminate between what condition would earn him tojkens and what conditions would niot earn him tokens. Thus at the end of a few sessions BraHil would notice that evrytime they are able to eat food with the

Your preview ends here

Eager to read complete document? Join bartleby learn and gain access to the full version

Access to all documents
Unlimited textbook solutions
24/7 expert homework help

condition of green light they were reinfocered, so using cutelrrty asnd eting food properly. Versus when they were in the red light where no eating was happening they were not reinfocered with tokens. Thus this would help him understand that eating food, chewing and using proper cutlery would be the best way for them to earn tokens.