SQ7 (M Ch 15) Differential Reinforcement – 8 points
Chapter Questions:
Use Applications (Q2-5) and Misapplications (Q1-4)
Miltenberger 7th Edition
Applications (Q2-5)
Your friend Meiling knows that you are taking a behavior
modification class and comes to you for help. She is not doing
well in her courses because she spends little time studying. Every
evening after supper, she spends time with her friends, talking,
2. Question watching TV and videos, and playing games. She wants your
advice on how to study more in the evening. Describe how you
would apply DRA using the Premack principle to help Meiling
study more.
The first step would be to identify studying as the target behavior that
needs to be increased, while activities such as watching TV, socializing
with friends, and playing games would be categorized as competing
behaviors. According to the Premack Principle, a more preferred
activity can serve as a reinforcer for engaging in a less preferred
activity. In this case, I would suggest that Meiling engage in studying for
a predetermined amount of time, such as one hour, before accessing
her preferred activities. For example, the rule could be: If Meiling
studies for one hour, then she can watch TV or socialize with her
friends for 30 minutes. This approach would help establish a
Answer
contingency where studying becomes necessary to access enjoyable
activities. Additionally, to strengthen the association between studying
and the reward, the reinforcement should be provided immediately after
the study session. Over time, the duration of study sessions could be
gradually increased, while the reward remains consistent, helping
Meiling build better study habits. Tracking progress through a study
schedule or checklist would further enhance her motivation and
accountability. This method not only encourages productive behavior
but also reduces time spent on non-essential activities, ultimately
supporting her academic performance.
3. Question You are a staff member working in a residential program for
juvenile delinquents. One of the adolescents in the program,
Charles, is quite tall and hates to be teased about his height.
, Whenever another adolescent teases him, Charles gets into a
fight. Although this makes the other person stop teasing him, the
fighting is getting Charles in trouble and may lengthen the time he
has to spend in the program. Charles wants you to help him with
his problem of getting into fights. You consider using DRA.
Answer the following questions to illustrate how you will use
differential reinforcement.
a. What is currently reinforcing Charles’s fighting? Is
this positive or negative reinforcement?
b. What desirable behavior will you have Charles
engage in to take the place of the fighting?
c. What will reinforce the desirable behavior?
d. How will you ensure the desirable behavior is
reinforced each time Charles exhibits that behavior?
e. How will you program for generalization to ensure
Charles exhibits the desirable behavior whenever he
is teased?
Answer a. Charles’s fighting is currently being reinforced through negative
reinforcement. When Charles gets into fights, the teasing from others
stops, which removes an unpleasant stimulus. This reduction in teasing
reinforces his aggressive behavior because fighting helps him avoid or
escape the aversive situation.
b.The desirable alternative behavior would be assertive communication
or walking away from the situation. Charles could be taught to calmly
tell others to stop teasing him, use humor to deflect the teasing, or seek
help from staff members without engaging in aggression.
c.The desirable behavior would be reinforced by positive social
recognition from staff members and praise for staying calm.
d. I would ensure consistent reinforcement by having staff members
closely monitor Charles’s interactions and provide immediate praise or
reward tokens every time he responds to teasing with appropriate
behavior. This reinforcement should happen right after the desirable
behavior to strengthen the association.
e. To promote generalization, I would create role-playing scenarios
where Charles practices responding to teasing in different situations.
Additionally, I would encourage staff to reinforce the behavior in various
settings, such as during meals, recreational activities, or group therapy.
Providing Charles with coping strategies and self-monitoring tools
Chapter Questions:
Use Applications (Q2-5) and Misapplications (Q1-4)
Miltenberger 7th Edition
Applications (Q2-5)
Your friend Meiling knows that you are taking a behavior
modification class and comes to you for help. She is not doing
well in her courses because she spends little time studying. Every
evening after supper, she spends time with her friends, talking,
2. Question watching TV and videos, and playing games. She wants your
advice on how to study more in the evening. Describe how you
would apply DRA using the Premack principle to help Meiling
study more.
The first step would be to identify studying as the target behavior that
needs to be increased, while activities such as watching TV, socializing
with friends, and playing games would be categorized as competing
behaviors. According to the Premack Principle, a more preferred
activity can serve as a reinforcer for engaging in a less preferred
activity. In this case, I would suggest that Meiling engage in studying for
a predetermined amount of time, such as one hour, before accessing
her preferred activities. For example, the rule could be: If Meiling
studies for one hour, then she can watch TV or socialize with her
friends for 30 minutes. This approach would help establish a
Answer
contingency where studying becomes necessary to access enjoyable
activities. Additionally, to strengthen the association between studying
and the reward, the reinforcement should be provided immediately after
the study session. Over time, the duration of study sessions could be
gradually increased, while the reward remains consistent, helping
Meiling build better study habits. Tracking progress through a study
schedule or checklist would further enhance her motivation and
accountability. This method not only encourages productive behavior
but also reduces time spent on non-essential activities, ultimately
supporting her academic performance.
3. Question You are a staff member working in a residential program for
juvenile delinquents. One of the adolescents in the program,
Charles, is quite tall and hates to be teased about his height.
, Whenever another adolescent teases him, Charles gets into a
fight. Although this makes the other person stop teasing him, the
fighting is getting Charles in trouble and may lengthen the time he
has to spend in the program. Charles wants you to help him with
his problem of getting into fights. You consider using DRA.
Answer the following questions to illustrate how you will use
differential reinforcement.
a. What is currently reinforcing Charles’s fighting? Is
this positive or negative reinforcement?
b. What desirable behavior will you have Charles
engage in to take the place of the fighting?
c. What will reinforce the desirable behavior?
d. How will you ensure the desirable behavior is
reinforced each time Charles exhibits that behavior?
e. How will you program for generalization to ensure
Charles exhibits the desirable behavior whenever he
is teased?
Answer a. Charles’s fighting is currently being reinforced through negative
reinforcement. When Charles gets into fights, the teasing from others
stops, which removes an unpleasant stimulus. This reduction in teasing
reinforces his aggressive behavior because fighting helps him avoid or
escape the aversive situation.
b.The desirable alternative behavior would be assertive communication
or walking away from the situation. Charles could be taught to calmly
tell others to stop teasing him, use humor to deflect the teasing, or seek
help from staff members without engaging in aggression.
c.The desirable behavior would be reinforced by positive social
recognition from staff members and praise for staying calm.
d. I would ensure consistent reinforcement by having staff members
closely monitor Charles’s interactions and provide immediate praise or
reward tokens every time he responds to teasing with appropriate
behavior. This reinforcement should happen right after the desirable
behavior to strengthen the association.
e. To promote generalization, I would create role-playing scenarios
where Charles practices responding to teasing in different situations.
Additionally, I would encourage staff to reinforce the behavior in various
settings, such as during meals, recreational activities, or group therapy.
Providing Charles with coping strategies and self-monitoring tools
