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.
Response Guidelines
- Your Writing: Each post should be courteous, succinct, professional, well written and organized, using proper writing mechanics, grammar, and punctuation.
- Your Post: Please post something to the discussion board related to the content covered this week. Do not create your post as a reply to the pinned post. Instead, use Yellowdig’s Create option to create a new post.
- Responding to Peers: As you respond to your classmates, share your professional experiences and feedback regarding their posts. Try to comment on those that have had few or no responses thus far, and consider the following:
- How have your experiences resonated with their ideas?
- What can you add to their ideas, building upon the connections you have made to the material so far?
- Consider exploring the features of Yellowdig, such as your ability to embed videos and pictures, create polls and videos, use hashtags, love or like a post, and so on.
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).
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).
