2.  Also called Differentiation or IRT schedules.  Usually used with reinforcement  Used where the reinforcer depends BOTH on time and the number of reinforcers.  Provides an intervention for behavior problems associated with rate of response.  Can be very effective in producing or reducing behavior.

3.  Is the time that occurs between two responses  IRT and rate of responding are functionally related  Long IRT schedules produce low rates of responding  Short IRT schedules produce high rates of responding

4.  Have to respond at a high rate within a certain amount of time.  Examples 1. Need to complete 25 math problems within 30 minutes  You work your tail off to get them done and receive recess for 15 minutes 2. Must sell 15 car in the next 10 days  Work hard, get them sold and receive a $15,000 bonus  Is very effective - Get very high rates of responding.

5.  Full Session DRH  Provides reinforcement if the total number of responses during the session meets or exceeds a number criterion across the entire session  Interval Session DRH  Reinforcement is available only for responses that over during short periods of time during the session. (Get additional bonuses during the 10 day session)

6.  Cannot make the level to high  If the organism does not respond enough, it will receive less reward and ultimately decrease their response rate.  Sell 25 cars in 10 days  Responding looks like an FI schedule.  Work hard, get cars sold, then you take a break.

7.  Sometimes referred to as Spaced-Responding DRH or Space- responding DRL  Is designed to create low levels of responding during a particular time period.  A period of time must elapse with few or responses of the undesired behavior. (Number of responses is defined by the schedule)  E.g., Don’t want a child to act out in class. Give the kid a reinforcer when acting out responses are low during a particular time period. Will give low rates of responding.

8.  Full Session DRL  Provides reinforcement if the total number of responses during the entire session is at or below some level  Interval Session DRL  Reinforcement is available only for lack of responding during short intervals of time during the entire session

9.  Works well in applied settings.  Schools  Group homes  Other

10.  Provide reinforcement only in the absence of a response in a specified period of time  No acting out for the next hour and you get 15 minutes of recess.

11.  Is similar to DRO  Inappropriate behavior is replaced by reinforcing alternative behaviors Decreases inappropriate behavior

12.  Also similar to DRO  Reinforce a behavior that is incompatile with the targeted behavior  Reduce out of seat behavior by reinforcing in seat behavior

13.  Cannot make the schedule to thin initially  If the organism cannot get reinforced, may not get the desired response  May get alternative reinforcement for others

14.  Systematically thins each successive reinforcement opportunity independent of the participant’s behavior. ▪ Progressive Ratio Schedules of Reinforcement (PR) ▪ Progressive Interval Schedules of Reinforcement (PI)  Systematically increase the ratio or interval requirements for reinforcement

15.  Similar to a DRL schedule  Get reinforced for the lack of responding over a period of time  Reinforced for only 5 outbursts in 30 minutes  Then reinforced for only 4 outbursts in 30 minutes  Etc.

16.  Combine elements of continuous, intermittent, or differential reinforcement  Requires the participant to choose between two or more stimuli  Arranging two or more reinforcers for the participant to choose from contingent upon the occurrence of a target behavior.

17.  Rate of responding typically is proportional to the rate of reinforcement received from each choice alternative.

18.  Concurrent interval schedules – participants typically do not allocate all of their responses exclusively to the richer schedule.  Concurrent ratio schedules – participants are sensitive to the ratio schedules an tend to maximize reinforcement by responding primarily to the ratio that produces the higher rate of reinforcement.

19.  Presents two or more basic schedules of reinforcement in an alternating, usually random, sequence.  Basic schedules occur successively and independently.  A discriminative stimulus is correlated with each basic schedule and is present as long as the schedule is in effect

20.  Mixed Schedules (mix)  Identical to multiple schedules, except the mixed schedule has no discriminative stimuli correlated with the independent schedules  Example: mix FR 10 FI 1 schedule

21.  Need to monitor the behavior and develop a baseline  Implement the intervention based on some particular schedule  Monitor the outcome and determine if the behavior has changed. If not, examine the behavior  If the behavior changes, after the behavior is stable, change the schedule  Do not change until the behavior is stable

22.  Lots of schedules  Make sure you understand them  Consider the schedule BEFORE you begin planning your intervention  When will you change it, how will you thin it, etc.