Psych Behavior Modifcation FINAL EXAM QUESTIONS

1. What is behavior, generally and technically? Give three synonyms for behavior. 

Behavior is anything a person does or says. Technically, behavior is any muscular, glandular, or electrical activity in an organism.

9. What is a behavioral deficit? Give two examples that are not in this chapter.

behavioral deficits (too little behavior of a particular type) - sleeping, taking accountability, having positive thoughts. An adult does not pay attention to traffic regulations while driving, thank others for courtesies and 
favors, or meets his/her partner at agreed-upon times. 

10. What is behavioral excess? Give two examples that are not in this chapter 

behavioral excesses (too much behavior of a particular type) - drinking, smoking, eating junk food. A child frequently gets out of bed and throws tantrums at bedtime, throws food on the floor at mealtime, and plays with the TV remote. 

12. Define behavior modification. 

Behavior modification involves the systematic application of learning principles and techniques to assess and improve the overt and covert behaviors of individuals to enhance their daily functioning. 

14. List seven defining characteristics of behavior modification. 

The seven defining characteristics of behavior modification according to the text are:  

•  Its strong emphasis on defining problems in terms of behavior that can be measured in some way and using changes in the behavioral measure of the problem as the best indicator of the extent to which the problem is being helped.  

•  Its treatment procedures and techniques are ways of altering an individual's current environment which helps the individual function more fully. 

•  Its methods and rationales can be described precisely; this makes it possible for behavior modifiers to read descriptions of procedures used by their colleagues replicate them and get the same results.  

•  The techniques of behavior modification are often applied by individuals in everyday life. Trained professionals and paraprofessionals use behavior modification in helping others. 

• The techniques stem from basic and applied research in the science of learning in general and the principles of operant and Pavlovian conditioning in particular. 

• It emphasizes scientific demonstration that a particular intervention was responsible for a particular behavior change. 

•  It places high value on accountability for everyone involved in behavior modification programs such as client, staff, and administrators and so on. 

16. Define behavioral assessment.

Collecting & analyzing information & date in order to: 

•  identify & describe target behaviours. 

•  identify possible causes of behaviour. 

•  guide the selection of an appropriate behavioural treatment. 

•  evaluate treatment outcome 

18. Briefly describe B. F. Skinner’s early influence on behavior modification.

● Distinguished between Pavlovian conditioning and operant conditioning- a type of learning in which behavior is modified by its consequences (rewards and punishers) 
● He also offered his interpretation of how basic learning principles could influence people's behavior in all situations. Skinner influenced practitioners, who penned applications of operant conditioning principles. These applications were named behavior modification. 

21. What is the full title of the DSM-5? In a sentence, what is it?

The Diagnostic and Statistical Manual of Mental Disorders, Fifth Edition 

22. Give five reasons why many behavior modifiers use the DSM-5. 

1. They are based primarily on research rather than Freudian theory, 
2. Individual disorders are based on categories of problem behaviors. 
3. They use a multidimensional recording system that provides extra info for planning treatment, managing a case, and predicting outcomes, 
4. Official diagnoses are often required by clinics, hospitals, schools, and social service agencies. 
5. Health insurance companies reimburse practitioners on the basis of a DSM Diagnosis. 

29. What is key to ensuring ethical and effective treatment programs by applied behavior analysts and behavior therapists? 

 

- Monitoring of data by concerned parties and clients is the key. 

1. Define behavioral assessment. 

- Involves the collection and analysis of information and data in order to identify and describe target behavior. 

2. List the five phases of a behavior modification program. 

- Screening phase 

 - Defining the target behaviour phase  

- Baseline-assessment phase  

- Treatment phase  

- Follow-up phase 

8. What is the purpose of the follow-up phase of a behavior modification program? 

- To determine whether the improvements achieved during treatment are maintained after the program's termination. 

10. What is meant by compassionate care in a behavior modification program? What can be the consequences of a behavior modifier’s failure to show compassionate concern for clients and the clients’ significant others? 

-Applied behavior analysts, behavior therapists, and traditional therapists typically use similar techniques, such as establishing rapport, being a good listener, asking open-ended questions, requesting clarification, and acknowledging the validity of the client’s feelings and problems.  

- A behavior analyst’s failure to practice essential relationship skills may have deleterious effects on treatment, including clients’ failure to support and implement programming, requests for reassignment or replacement of treatment team personnel, or withdrawal from behavior-analytic treatment altogether. 

11. Briefly distinguish between direct and indirect assessment procedures. 

- Direct assessment is when a person can observe another person’s behaviour in real time whereas indirect assessment is where an individual must observe through role play or interviews with the patient, family members, and close friends.  

13. Briefly describe the advantages and disadvantages of indirect assessment procedures. 

- Main advantage: they are more accurate than indirect assessment procedures - Disadvantages: time consuming, require that observers be appropriately trained, and cannot be used to monitor cover behaviours 

14. List the five main types of indirect assessment procedure. 

- Interview with the client and significant others  

- Questionnaires  

- Role playing  

- Information obtained from consulting professionals  

- Client self monitoring 

16. Briefly describe the main advantage and the three disadvantages of direct assessment procedures. 

- Main advantage: they are more accurate than indirect assessment procedures 

 - Disadvantages: time consuming, require that observers be appropriately trained, and cannot be used to monitor cover behaviors 

18. What does the frequency of behavior mean? Describe an example that is not in this chapter. 

- The number of instances of a behavior that occur in a period of time.  

- ex) if you want to improve the practice performance of figure skaters, you might examine the frequency with which the skater performed various jumps and spins. 

20. What are two common measures of the amount of behavior? 

- Frequency and duration 

24. What do we mean by the latency of a response? Describe an example that is not in this chapter. 

- Often called reaction time, is the time between the occurrence of a particular event or cue and the start of that behavior  

- ex) a child in a classroom works effectively once started, but seems to fool around forever before starting. => this child has a long latency getting started. Like duration, latency is assessed using timers, stopwatches or clocks. 

25. Using an example, explain how the quality of a behavior is a refinement of one or more of the other dimensions of behavior. 

- Quality is not a characteristic additional to those mentioned previously. Rather, it is a refinement of one or more of them. Sometimes differences in judgements of quality are based on topography, as when a figure skating jump that is landed on one foot is considered better than one that lands on two feet. Sometimes it is a combination of frequency and stimulus control. For example, someone who is a good student, most likely shows a high frequency of studying and answering test questions correctly. 

28. When would one likely select to use continuous recording? 

A continuous recording system is commonly used when successive responses are quite similar in duration. 

29. When would one likely select an interval recording system over continuous recording? 

- When successive responses are similar in duration. 

30. Define time-sampling recording. Describe an example that is not in this chapter. 

- Scores a behavior as occurring or not occurring during very brief observation intervals that are separated from each other for a longer period of time. - ex) a parent seeking out their child every hour and observing them for 15 seconds to see if they are rocking back and forth. 

31. Briefly describe momentary time-sampling recording. 

Momentary time sampling recording is when a behavior is recorded as occurring or not occurring at specific points in time, such as every hour on the hour rather than during specific brief intervals.

36. In a sentence or two, explain what we mean by interobserver agreement. (Describe the process, but don’t give the procedures for calculating IOA.)  

- A measure of the extent to which two observers agree on the occurrences of a behavior after independently observing and recording it during a specified period of time 

39. What is an acceptable IOA in a behavior modification program? 

80%-100% 

42. What is procedural reliability or treatment integrity? What is an acceptable level of procedural reliability in a behavior modification program? 

- The extent to which the treatment provided is in fact the intended treatment. Procedure reliability is assessed by having two or more trained individuals observe the treatment while it is being carried out or on a video recording. The observer records instances in which the components of the procedures are carried out correctly and when it is incorrect. At least 95% 

43. Give six reasons for collecting accurate data during an assessment or baseline phase and throughout a program. 

- Helps the behavior modifier to decide whether he or she is the appropriate one to design a treatment program. 

 - An accurate baseline will sometimes indicate that what someone thought to be a problem is actually not one.  

- Helps the behavior modifier identify both the causes of a behavior and the best treatment strategy, as discussed in subsequent chapters.  

- It provides a means for clearly determining whether the program is producing the desired change in behavior has occurred.  

- Publicly posted results: preferably in the form of a graph or a chart can prompt and reward behavior modifiers for carrying out a program. - The displayed data might lead to improvements by the learner separately from any further treatment program. 

1. What are two other names for respondent conditioning? 

- Pavlovian conditioning or classical conditioning

2. What are 3 characteristics of respondent behavior? 

- Elicited by prior stimuli and are not affected by their consequences  

- Referred to as involuntary 

 - Usually involve smooth muscles and glands 

5. Define conditioned reflex and describe an example. 

- A conditioned reflex is a stimulus-response relationship in which a stimulus elicits a response because of prior respondent conditioning.  

- ex) In Pavlov’s experiment after a tone had been paired with food several times, the presentation of the tone along came to elicit salivation. The tone-salivation sequence was a conditioned reflex 

6. Define and give an example of the following: unconditioned stimulus, unconditioned response, conditioned stimulus, and conditioned response. 

- Unconditioned stimulus: A stimulus that elicited by an unconditioned stimulus  

- Unconditioned response: A response elicited by an unconditioned stimulus  

- Conditioned stimulus: The stimulus in a conditioned reflex  

- Conditioned response: The response in a conditioned reflex 

7. Briefly, in a sentence each, describe five variables that influence the development of a conditioned reflex.

1. Greater number or pairings with a CS (conditioned stimulus) and US (unconditioned stimulus) results in greater ability of CS to elicit CR (conditioned response). 
2. Shorter time between CS and US results in stronger conditioning. 
3. More frequent pairing of CS and US is more likely to elicit CR. 
4. Most consistantly paired neutral stimulus is most likely to become a CS. 
5. Strong CS or US will develop CR more quickly and strongly. 

8. Diagram an example of higher-order conditioning. 

- It is a procedure where a stimulus becomes a CS by being paired with another CS instead of a US - ex) when teaching a dog to do tricks (UR), instead of giving a treat (US) paired with voice commands (CS), you pair a whistle noise (CS) with voice commands 

9. Describe three examples of conditioned reflexes, one for each of these categories: digestion, circulation, and respiration. 

- Digestion: the smell of a certain food that causes a person to feel nauseous  

- Circulation: the smell of a certain perfume causing someone to feel sexually excited  

- Respiration: the appearance of a certain person causing an individual to cough and wheeze as part of an asthmatic reaction 

10. What conditioned reflex occurred in a study of chemotherapy for ovarian cancer? 

Women eventually showed immunosuppression after being brought into the room she received chemotherapy in. 

14. What is biological preparedness? Give an example. 

- The term biological preparedness refers to predisposition of members of a species to be more readily conditioned to some neutral stimuli as CSs than to others. - ex) Humans will more quickly learn fears to stimuli, such as snakes and insects, that posed a threat to our survival. 

18. Define respondent stimulus generalization. Give an example. 

- Respondent stimulus generalization occurs when an organism has been conditioned so that a particular CS elicits a CR, and then a similar stimulus also elicits that CR. 

- ex) while the dentist is drilling a cavity you have, you experience considerable pain while sitting in the dentist’s chair. The sound of the drill is likely to become a CS causing you to cringe. Later, while visiting the meat market and hearing the sound of the butcher’s cutting machine, you feel yourself cringing. 

19. Define respondent stimulus discrimination. Give an example. 

Respondent stimulus discrimination is the ability to differentiate between a conditioned stimulus (CS) and other stimuli, responding only to the CS, and not to similar stimuli. For example, a dog conditioned to salivate at the sound of a specific bell tone will not salivate at the sound of other similar tones. 

24. What are three characteristics of operant behavior? Give an example. 

- Affects or operates on the environment to produce consequences, and which is, in return, influenced by those consequences.  

- Is referred to as voluntary  

- Usually involves skeletal muscles - ex) putting gas in your car, asking for directions, writing an exam. 

25. What is operant conditioning? Give an example. 

- Operant conditioning is a type of learning in which behavior is modified by its consequences. 

 - ex) through operant conditioning, we have learned to turn on a water tap to produce water and not to touch a hot stove because of the pain following past instances of doing so. 

5. What is a positive reinforcer? 

- A positive reinforcer is anything that, when presented immediately following a behavior, causes the behavior to increase in frequence. 

6. What is the principle of positive reinforcement? 

- If someone in a given situation does something that is followed immediately by a positive reinforcer, then that person is more likely to do the same thing the next time he or she encounters a similar situation 

10. Define negative reinforcement and give an example that is not from this chapter. 

The "removal" of something immediately following a response to increase that response. For example, following a child doing a chore, the parent stops nagging. 

11. How are positive and negative reinforcement similar, and how are they different? 

- Positive and negative reinforcement are similar in that both increases responses. They are different in that positive reinforcement increases a response because of the presentation of a positive reinforcer after the response, whereas negative reinforcement increases a response because of the removal of an aversive stimulus after the response 

12. In what way is positive reinforcement like gravity? 

- Scientific psych has been studying this principle in great detail since the early part of the last century, and we know that it is an extremely important part of the learning process. 

15. Describe the Premack principle. Give an example. 

When making a behavior that is less likely to happen depend on a behavior that is more likely, the less likely behavior will increase. For example, being told you can play video games after finishing homework will increase likelihood of studying 

18. “It is always the individual’s performance that tells you whether you have selected an effective reinforcer.” Explain what this means. 

If the behavior being reinforced is increasing, it is an effective reinforcer. If it is not increasing, it isn't a good reinforcer. 

21. Does extrinsic reinforcement undermine intrinsic motivation? Discuss. 

Yes, I believe extrinsic reinforcement of rewards takes away the core fundamentals of intrinsic motivation because intrinsic motivation should be something you enjoy without rewards.  

22. What do behavior modifiers mean by the term deprivation? Describe an example. 

- The time during which an individual doesn’t experience the reinforcer. - ex) John’s parents don’t let him eat pizza, until after baseball practice. 

26. If you instruct someone about a positive reinforcement program for his or her behavior, is that bribery? Why or why not? 

No, it is a promise of reinforcement such as being paid at work. 

28. What are three indicators that a behavior change is due to indirect-acting versus direct-acting effects? 

1. The consequence follows the reinforcer by more than 30 seconds. 
2. The behavior that is measured shows some increase 
3. A single occurrence of a consequence produces a large change in behavior 

29. When Coach Keedwell required young swimmers to show improved performance to earn a fun activity at the end of practice, their performance improved dramatically. Was this a direct-acting or an indirect-acting effect of reinforcement? Justify your choice. 

Indirect. The reinforcement was delayed more than 30 seconds following the behavior. 

31. Describe an example of noncontingent reinforcement that is not in this chapter. 

- Every child in the school gets to go out for recess at 10am. (reinforcer is presented regardless of behavior) 

33. What do we mean by the natural environment? By natural reinforcers? By programmed reinforcers? 

- Natural environment is a setting in which an individual carries out normal, everyday functions.  

- Natural reinforcers are reinforcers that follow behavior in the course of everyday living.  

- Programmed reinforcers are reinforcers that are arranged systematically by psychologists, teachers and others in behavior modification programs. 

39. Describe an example of the pitfall that involves a person unknowingly applying positive reinforcement to strengthen an undesirable behavior. 

A wife finds a shirt for her husband immediately after he yells for it. In the future he will be more likely to yell when he can't find his clothes. 

41. Consider this statement: “A college student was reinforced for studying for three hours on the weekend by getting a good grade on the test the following week.” How does this statement exemplify the inaccurate-explanation-of-behavior pitfall? 

- This statement is an example of the inaccurate-explanation-of-behavior pitfall as the reinforcement has a long gap between studying and receiving the A. there are other factors that could have reinforced his studying behavior such as having anxiety the night before the exam and by studying this removed the anxiety. 

43. Ideally, what four qualities should a reinforcer have (besides the necessary quality of functioning as a reinforcer)? 

- Readily available  

- Can be presented immediately following the desired behavior  

- Can be used over and over again without causing rapid satiation  

- Do not require a great deal of time to consume 

1. Explain what an unconditioned reinforcer is. Give two examples. 

- Unconditioned reinforcers are stimuli which are reinforcing without prior learning, or without having to be associated with any other reinforcers. Food for someone who has not eaten for several hours, or water for someone who has not had a drink for several hours are unconditioned reinforcers. 

3. Explain what a backup reinforcer is. Give and explain two examples. 

- A backup reinforcer is a reinforcer on which a conditioned reinforcer is based. In a token system it is a reinforcer for which tokens can be exchanged in order to maintain their reinforcing power.  

- ex) at the end of a poker game, poker chips can be exchanged for money. In this case, the money is the backup reinforcer 

7. What are tokens? 

- Tokens are conditioned reinforcers that can be accumulated and exchanged for backup reinforcers. 

8. Explain in two or three sentences what a token economy is. 

- A behavior modification program in which individuals can earn tokens for specific behaviors and can cash in their tokens for backup reinforcers is called a token economy. 

11. Explain what a conditioned punisher is. Give and explain two examples. 

Are stimuli that were not originally reinforcing but have become reinforcers by being paired or associated with other reinforcers. Two examples are praise, a picture of a loved one, or books that we like to read. 

17. List three factors that influence the effectiveness of conditioned reinforcers. 

1. The strength of backup reinforcers 
2. The variety of Backup Reinforcers 
3. The number of pairings with a backup reinforcer 

18. Discuss how conditioned reinforcement is involved in an addiction such as to nicotine and in making it difficult for people to quit their addiction. 

Because the reinforcing effects of the stimuli associated with what they're addicted to are comparable with the unconditioned reinforcing effects of the addiction. 

19. Explain what causes a conditioned reinforcer to lose its value. 

- If a conditioned reinforcer is presented a number of times without being associated with other reinforcers, it will eventually lose its reinforcing effectiveness. 

1. What are the two parts to the principle of operant extinction? 

- If an individual, in a given situation, emits a previously reinforced behavior, and that behavior is not followed by a reinforcer. 

 - That person is less likely to do the same thing again when next encountering a similar situation. 

5. What is the difference between forgetting and operant extinction? 

- Operant extinction: weakens behavior as a result of being emitted without being reinforced.  

- Forgetting: a behavior is weakened as a function of time following its last occurrence. 

8. If a behavior that was maintained by positive reinforcement is not reinforced at least once in a while, what will happen to the behavior? 

- The undesirable behavior is likely to reoccur. 

12. Why is it necessary to consider the setting as a factor influencing your operant extinction program? 

- To minimize the chance of other people reinforcing the behavior you are trying to decrease. 

16. What is the effect of continuous versus intermittent reinforcement on the resistance to extinction of an operant behavior? 

- Behavior that has been intermittently reinforced extinguishes more slowly than behavior that has been continuously reinforced.  

- Behavior that extinguishes slowly is said to be resistant to extinction 

17. What is an extinction burst? Describe an example. 

- Extinction burst is an increase in responding during extinction. During extinction, behavior may increase before it begins to decrease.  

- ex) a child in a classroom that constantly raises his hand and snapping his fingers to gain the teacher’s attention. A teacher who keeps track of the frequency of finger snapping for a while and then introduces extinction (ignores the snaps) would probably observe an increase in finger snapping during the first few minutes of extinction before the behavior gradually tapered off. 

21. Briefly describe an example of a pitfall of operant extinction. Which type of pitfall does your example illustrate? 

- You ask a friend to call you on your phone on a particular evening. Your friend calls your number several times. Each time the phone rings, you ignore it and continue reading your book. Your friend is less likely to attempt to call you when requested to do so.  

- Unaware-misapplication pitfall 

24. In what types of situation should operant extinction not be applied? Give an example. 

Situations in which an attempt at ignoring the behavior could pose harm to the individual or others. Ignoring the behavior could make things worse. 
 
An example would be a man yelling at a restaurant about how he hasn't received his order yet. He is then ignored by the staff in hopes of extinguishing the behavior, but the lack of attention only infuriates him more causing him to flip tables and begin smashing things. 

25. What are three possible reasons for the failure of an operant extinction program? 

- The attention you are withholding following the undesirable behavior is not the reinforcer that was maintaining the behavior.  

- The undesirable behavior is receiving intermittent reinforcement from another source.  

- The desired alternative behavior has not been strengthened sufficiently. 

1. Identify the three basic stages in any shaping procedure as presented at the beginning of this chapter. Describe them with an example (either Frank’s case or an example of your own). 

- Specify the final desired behavior. Frank’s goal was to jog a quarter of a mile each day. However, for a chronic non-exerciser, this was more than could be expected.  

- Identify a response that could be used as a starting point and working toward the final target behavior. Frank decided that he would put on his sneakers and walk around the outside of the house once. Although this was a long way from a quarter of a mile, it was a start.  

- Reinforce the starting response: then reinforce closer approximations until eventually the desired response occurs. Frank decided to use the opportunity to drink a beer as a reinforcer. He explained his program to his wife and asked her to remind him that he had to complete his exercise before he could have a beer. After the first 

 - approximation had occurred on several successive afternoons, frank increased the requirement to walk around the house twice. He continued to increase his distance until he reached his goal. 

2. Define shaping. 

The development of a new behavior by the reinforcement of successive approximations of that behavior and the extinction of earlier approximations of that behavior until the new behavior occurs. 

3. What is another name for shaping? 

Method of successive approximation 

10. What is meant by the term final target behavior in a shaping program? Give an example. 

increases the chances for consistent reinforcement of successive approximations of that behavior. Ex. Frank jogging a quarter of a mile each day

11. What is meant by the term starting behavior in a shaping program? Give an example. 

Behavior that occurs often enough to be reinforced within the session time, and it should approximate the final target behavior. 

Ex. Frank's behavior of walking around the house once is something that he did periodically. This was the closest approximation that he regularly made with respect to the goal of jogging a quarter of a mile 

17. Give an example of the unaware-misapplication pitfall in which shaping might be accidentally applied to develop an undesirable behavior. Describe some of the shaping steps in your example. 

A small child receives very little social attention from family members when he performs appropriate behavior. Perhaps one day the child accidentally falls and strikes his head lightly against a hard floor. Even if the child is not injured seriously, a parent may come running quickly and make a big fuss over the incident. Because of this reinforcement and because anything else the child does that is appropriate seldom evokes attention, he is likely to repeat the response of striking his head lightly against the floor. The first few times this occurs the parent may continue to reinforce the response but eventually seeing that the child is not harming themselves the parent may stop reinforcing it. The child may begin to hit his head more forcefully (intensity) and the louder thud will cause the parent to come running again. If this shaping process continues the child will eventually hit his head with such great force that will cause sufficient injury. Then undesired final target behavior would be the child hitting his head against the ground causing injury. The starting behavior would be the accidental falls where his head lightly striked the floor. The light falls were reinforced and so were the successive approximations. 

1. Define and give an example of intermittent reinforcement. 

Intermittent reinforcement is an arrangement in which a behavior is positively reinforced only occasionally rather than every time it occurs. 

Ex. Susie's whining was rather occasionally, following several instances of it. 

2. Define and give an example of response rate. 

Response rate is the number of instances of a behavior that occur in a given period of time. 

Ex. A child in a classroom is constantly raising her hand and snapping her fingers to gain the teacher's attention. A teacher who keeps track of the frequency of finger snapping for a while and then introduces operant extinction would probably observe an increase in finger snapping during the first few minutes of extinction before the behavior gradually began to taper off. 

3. Define and give an example of schedule of reinforcement. 

Schedule of reinforcement is a rule specifying which occurrences of a given behavior, if any, will be reinforced. 

Ex. set of rules that a teacher will follow when delivering reinforcers (e.g. tokens) The "rules" might state that reinforcement is given after every correct response to a question; or when a certain amount of time has elapsed 

7. What is a free-operant procedure? Give an example. 

- A free-operant procedure is one in which the individual is “free” to respond at various rates in the sense that there are no constraints on successive responses.  

- ex) if Jan had been given a worksheet containing 12 math problems to solve, she could have worked at a rate of one problem per minute, or a rate of three per minute, or at some other rate. 

8. What is a discrete-trials procedure? Give an example. 

- In a discrete-trials procedure, the individual is not free to respond at whatever rate he or she chooses because the environment places limits on the availability of response opportunities.  

- ex) if a parent told a teenage son that he can use the family car after he has helped doing the dishes following three evening meals, that would be a discrete-trials procedure. The teenager cannot do the dishes for three quick meals in the next hour, but has to wait and respond at a maximum rate of doing the dishes once per day. 

16. Explain what a PR schedule is and how PR has been mainly used in applied settings. 

Progressive ratio; a PR is like and FR, however it is increased by a specified amount after each reinforcement. It is used to determine the strength of the reinforcer. 

17. What is an FI schedule? 

A reinforcer is presented after the first instance of a behavior after a fixed period of time. 

22. Explain what an FR/LH schedule is. Describe the details of an example from everyday life that is not in this chapter 

A schedule with a fixed ratio (reinforcer occurs each time a fixed number of responses of a particular type are emitted) and limited hold (a deadline for meeting the response requirement of a schedule of reinforcement) 
Example: If Jessica makes 3 bracelets in 15 minutes, she gets a cookie. This is FR 3/LH 15minutes 

23. Explain what an FI/LH schedule is. Describe the details of an example that is not in this chapter. (Hint: Think of behaviors that occur at certain fixed times, such as arriving for meals, plane departures, and cooking.) 

A schedule with a fixed ratio (reinforcer occurs each time a fixed number of responses of a particular type are emitted) and limited hold (a deadline for meeting the response requirement of a schedule of reinforcement) 
Example: If Jessica makes 3 bracelets in 15 minutes, she gets a cookie. This is FR 3/LH 15minutes 

25. Explain what a VI/LH schedule is. Describe the details of an example that occurs in everyday life (that is not in this chapter). 

A variable-interval schedule (a reinforcer is presented following the first instance of a specific response after an interval of time, and the length of the interval changes unpredictably from one reinforcer to the next) with a limited hold (a deadline for meeting the response requirement of a schedule of reinforcement). 
Example 1: The Timer Game: A timer was purchased which could be set to make a ding noise at any time interval between one to thirty minutes. Every time the timer made a ding noise, if they were playing nicely, they would get 5 extra minutes of t.v. Since they had to be cooperative the instant the alarm went off, they limited hold was 0 seconds. So it was VI 30/LH 0 seconds. 
Example 2: Pancakes need to be flipped, at some point between 3-8 minutes, with the average time being 5 minutes. Once they're ready to be flipped, you must do so within 20 seconds, or they will burn. This is VI 5 minutes/ LH 20 seconds. 

28. Explain what an FD schedule is. Describe the details of two examples of FD schedules that occur in everyday life, at least one of which is not in this chapter. 

Fixed duration schedule: Reinforcer is presented only if a behavior occurs continuously for a fixed period of time. The value is the amount of time that the behavior must be engaged in continuously before reinforcement occurs. 
Example 1: Melting solder-one must hold the tip of the soldering iron for a continuous amount of time, if it's removed too quickly, it will cool too quickly. 
Example 2: John must stay in the plank position for 1 full minute to pass his gym class. 

36. What are concurrent schedules of reinforcement? Describe an example. 

When each of two or more behaviors is reinforced on different schedules at the same time. 

Ex. student might have the choice of watching tv, doing homework, texting, or talking on the phone. 

1. What is a stimulus? Give two examples that are not from the text. 

- Stimuli are the people, objects, and events currently present in one’s immediate surroundings that impinge on one’s sense receptors and that can affect behavior. Visual objects, such as books and clothing are examples 

2. What is an ABC assessment? 

- Identifying the antecedents and consequences of a behavior 

3. Define stimulus control. 

- Stimulus control is the degree of correlation between the occurrence of a particular antecedent stimulus and the occurrence of a subsequent response. 

8. Like the diagram of the swearing example, diagram the SD, S∆, response, and consequences for Darcy’s case. 

- S^D: Phone ringing- her mom placed the phone in front of Darcy.  

- S^Δ: Phone not ringing but she picks it up: her mother took it and hung up. 

9. Describe an example (not from this chapter) of a stimulus that is an SD for one behavior and an S∆ for a different behavior. 

Seeing a "wet floor" sign is a S^D for walking slowly, and an S^triangle for running.