EDF 6223 Exam 1 Study Guide
Questions and Answers 100% Solved
fixed-momentary DRO ✔✔to implement, the practitioner establishes a standard interval of
time; observes the participant at the moment each interval ends; and delivers reinforcement at
the end of each interval if the problem behavior is not occurring at that moment. generally
ineffective as a treatment for problem behavior
variable-momentary DRO the practitioner establishes a random sequence of varied
intervals of time and delivers reinforcement at the end of each interval if the problem behavior
is not occurring at that precise moment
guidelines for using DRO ✔✔1. set initial DRO intervals that ensure frequent reinforcement
2. do not inadvertently reinforce other undesirable behaviors
3. gradually increase DRO interval: increase by a proportionately and constant duration in time
and based on the learner's performance
4. extend the application of DRO to other settings and times of day
5. combine with other procedures
limitations of DRO with interval DRO, reinforcement is delivered contingent only on the
absence of the problem behavior, even though another inappropriate behavior may have
occurred (shorten intervals or redefine target behaviors). with momentary DRO, reinforcement
is delivered contingent on the problem behavior not occurring at the end of each interval, even
though the inappropriate behavior might have occurred during the interval (use interval DRO
and reduce the interval length)
differential reinforcement of low rates of responding (DRL) reinforcement is delivered
following each occurrence of the target behavior that is separated from the previous response
by a minimum amount of time or contingent on the number of responses within a period not
exceeding a predetermined criterion. used to decrease behaviors that occur too frequently, but
not to eliminate them entirely.
full-session DRL ✔✔reinforcement is delivered when responding during an entire instructional
or treatment session is equal to or below a predetermined criterion. if the number of responses
exceeds the specified limit during the session, reinforcement is withheld
, interval DRL ✔✔the practitioner divides the total session into a series of equal intervals of time
and provides reinforcement at the end of each interval in which the number of occurrences of
the problem behavior was equal to or below a criterion limit. if the learner exceeds the criterion
number of responses during an interval, the practitioner removes the opportunity for
reinforcement and begins a new interval . used when it's acceptable that the rate of problem
behavior reaches zero or as an initial step toward eliminating the behavior
spaced-responding DRL the practitioner delivers reinforcement following an occurrence of
a response that is separated from the previous response by at lest a specified amount of time
(IRT). the longer the IRT, the lower overall rate of responding; shorter IRT's correlate with higher
response rates. diminishes rates of behavior but does not eliminate it entirely
when reinforcement is contingent on longer IRTs, response rate will ✔✔decrease
guidelines for using DRL 1. choose the most appropriate DRL procedure: spacedr esponding
and interval DRL produce reinforcement at a higher rate than full-session DRL does (works well
for learners with severe problem behavior).
2. recognize the limitations of DRL: not quick at reducing behavior and shouldn't be used with
SIB or other aggressive behaviors
3. use baseline data to guide the selection of the initial response or IRT limits
4. gradually thin the DRL schedule
5. provide feedback
4 criteria of imitation ✔✔1. the imitative behavior is occasioned by another person's model of
the behavior
2. the imitative behavior has formal similarity with the model
3. the imitative behavior follows the modeled behavior closely in time
4. the model is the primary controlling variable for the imitative behavior
model ✔✔an antecedent stimulus with topographical similarity to the behavior the analyst
wants to be imitated
planned models ✔✔prearranged demonstrations of behavior that show the learner exactly
what to do, be it acquiring new skills or refining the topography of certain elements of existing
skills
Questions and Answers 100% Solved
fixed-momentary DRO ✔✔to implement, the practitioner establishes a standard interval of
time; observes the participant at the moment each interval ends; and delivers reinforcement at
the end of each interval if the problem behavior is not occurring at that moment. generally
ineffective as a treatment for problem behavior
variable-momentary DRO the practitioner establishes a random sequence of varied
intervals of time and delivers reinforcement at the end of each interval if the problem behavior
is not occurring at that precise moment
guidelines for using DRO ✔✔1. set initial DRO intervals that ensure frequent reinforcement
2. do not inadvertently reinforce other undesirable behaviors
3. gradually increase DRO interval: increase by a proportionately and constant duration in time
and based on the learner's performance
4. extend the application of DRO to other settings and times of day
5. combine with other procedures
limitations of DRO with interval DRO, reinforcement is delivered contingent only on the
absence of the problem behavior, even though another inappropriate behavior may have
occurred (shorten intervals or redefine target behaviors). with momentary DRO, reinforcement
is delivered contingent on the problem behavior not occurring at the end of each interval, even
though the inappropriate behavior might have occurred during the interval (use interval DRO
and reduce the interval length)
differential reinforcement of low rates of responding (DRL) reinforcement is delivered
following each occurrence of the target behavior that is separated from the previous response
by a minimum amount of time or contingent on the number of responses within a period not
exceeding a predetermined criterion. used to decrease behaviors that occur too frequently, but
not to eliminate them entirely.
full-session DRL ✔✔reinforcement is delivered when responding during an entire instructional
or treatment session is equal to or below a predetermined criterion. if the number of responses
exceeds the specified limit during the session, reinforcement is withheld
, interval DRL ✔✔the practitioner divides the total session into a series of equal intervals of time
and provides reinforcement at the end of each interval in which the number of occurrences of
the problem behavior was equal to or below a criterion limit. if the learner exceeds the criterion
number of responses during an interval, the practitioner removes the opportunity for
reinforcement and begins a new interval . used when it's acceptable that the rate of problem
behavior reaches zero or as an initial step toward eliminating the behavior
spaced-responding DRL the practitioner delivers reinforcement following an occurrence of
a response that is separated from the previous response by at lest a specified amount of time
(IRT). the longer the IRT, the lower overall rate of responding; shorter IRT's correlate with higher
response rates. diminishes rates of behavior but does not eliminate it entirely
when reinforcement is contingent on longer IRTs, response rate will ✔✔decrease
guidelines for using DRL 1. choose the most appropriate DRL procedure: spacedr esponding
and interval DRL produce reinforcement at a higher rate than full-session DRL does (works well
for learners with severe problem behavior).
2. recognize the limitations of DRL: not quick at reducing behavior and shouldn't be used with
SIB or other aggressive behaviors
3. use baseline data to guide the selection of the initial response or IRT limits
4. gradually thin the DRL schedule
5. provide feedback
4 criteria of imitation ✔✔1. the imitative behavior is occasioned by another person's model of
the behavior
2. the imitative behavior has formal similarity with the model
3. the imitative behavior follows the modeled behavior closely in time
4. the model is the primary controlling variable for the imitative behavior
model ✔✔an antecedent stimulus with topographical similarity to the behavior the analyst
wants to be imitated
planned models ✔✔prearranged demonstrations of behavior that show the learner exactly
what to do, be it acquiring new skills or refining the topography of certain elements of existing
skills
