Explanation:
The correct answer is "quantity" because the teacher has determined that the child will receive 3 pieces of candy for every correct response. This parameter of reinforcement focuses on the amount or number of reinforcers given in response to a behavior. In this case, the teacher is using the quantity of candy as a way to reinforce and increase the likelihood of the child's correct responses.
Explanation:
Taking the student outside to play in the mud and then calling for lunch is the best example of incidental teaching for the skill of washing hands. By allowing the students to get their hands dirty and then prompting them to wash their hands before eating, the teacher is creating a real-life situation where the skill of hand washing becomes relevant and necessary. This approach provides a natural opportunity for the student to practice and reinforce the skill in a meaningful context.
Explanation:
Sending a list of reinforcers to a parent for completion is not a procedure for directly determining a potential reinforcer for a student. The other options involve direct interaction with the student to assess their preferences and choices, which is more effective in understanding what might serve as a reinforcer.
Explanation:
Placing a limited hold on an interval of reinforcement means that the reinforcement will only be available for a specific period of time after the behavior occurs. This creates a sense of urgency and motivation for the individual to engage in the behavior more frequently and quickly in order to receive the reinforcement before the time limit expires. As a result, the rate of the behavior is likely to increase.
Explanation:
Teaching to ask for breaks is not an example of an ecological strategy to evoke appropriate behaviors. Ecological strategies involve creating an environment that supports and encourages desired behaviors, such as providing choice and task variation. However, teaching someone to ask for breaks is more of a behavioral strategy that focuses on teaching an individual a specific behavior.
Explanation:
The most reasonable reinforcement method used for the development of stimulus control is more frequent reinforcement of a target behavior in the presence of the discriminative stimulus than in the presence of the S-delta. This method involves reinforcing the desired behavior when the discriminative stimulus is present, while not reinforcing it when the S-delta is present. By consistently reinforcing the behavior in the presence of the discriminative stimulus, and not reinforcing it in the presence of the S-delta, the individual learns to associate the behavior with the discriminative stimulus and is more likely to perform the behavior in the appropriate context.
Explanation:
Manipulating a student's chair in a classroom setting to avoid distraction from the window is an example of manipulating the context variable. In this scenario, the context variable refers to the physical environment or the specific conditions in which the behavior is occurring. By changing the placement of the chair, the teacher is modifying the context in order to create a more conducive learning environment and reduce distractions.
Explanation:
When there is a longer latency of delivery of reinforcement, it means that there is a delay between the behavior and the reinforcement. In this case, it is more likely that an intervening response, which is a behavior that occurs during the delay period, will be reinforced. This is because the individual may engage in other behaviors while waiting for the reinforcement, and if any of these behaviors are reinforced, they are more likely to be repeated in the future. Therefore, the correct answer is that the intervening response will be reinforced.
Explanation:
The use of a CRF-1 schedule indicates that we are trying to first strengthen a low-rate behavior. A CRF-1 schedule, also known as a continuous reinforcement schedule, involves reinforcing a behavior every time it occurs. This is typically used when trying to establish a new behavior or increase the frequency of a behavior that is currently occurring at a low rate. By reinforcing the behavior every time it happens, we are aiming to increase its strength and likelihood of occurring in the future.
Explanation:
When altering variables based on the identification of functional relations, it is important to avoid strengthening unwanted behavior. This means that any changes made should not unintentionally reinforce or increase behaviors that are considered undesirable or unwanted. Instead, the focus should be on identifying and strengthening behaviors that are desired or preferred. This caution ensures that the intervention or alteration of variables is effective in promoting positive outcomes and minimizing negative ones.
Explanation:
Thinning a schedule of reinforcement gradually means reducing the frequency or intensity of rewards given for a particular behavior. This can lead to decreased performance because the individual may become less motivated to engage in the behavior if they are not receiving rewards as frequently. When rewards are less frequent, the behavior may not be reinforced enough to maintain its strength, resulting in a decrease in performance.
