EDF 6223 EXAM 1. QUESTIONS WITH 100% CORRECT ANSWERS.

differential reinforcement of other behavior (DRO) reinforcement is delivered contingent on the problem behavior not occurring through intervals of time (interval) or at specific moments of time (momentary) f ixed-interval DRO to apply, an analyst establishes a standard interval of time; delivers reinforcement at the end of that interval if the problem didn't occur during the interval; and upon any occurrence of the problem behavior, immediately resets the timer to begin a new interval variable-interval DRO to apply, an analyst establishes a random sequence of varied intervals of time and delivers reinforcement at the end of each interval is the problem behavior didn't occur at any time during an interval. more effective for suppressing problem behavior momentary DRO reinforcement is contingent on the absence of the problem behavior at the exact time each interval ends, rather than throughout the entire interval. occurrences of the problem behavior between these moments have no effect f ixed-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 interval 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 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: spaced-responding 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