What schedule of reinforcement should a behavior analyst use to help a client tolerate not being called on in class?

What schedule of reinforcement should a behavior analyst use to help a client tolerate not being called on in class?

• A. FR 5
• B. VR 10
• C. FI 1
• D. VI 3

Answer: (B)

Using a variable ratio schedule of reinforcement (VR 10) for helping a client tolerate not being called on in class can be highly effective due to its unpredictable nature. This schedule involves providing reinforcement after an average of ten responses, which means that the client would not receive consistent reinforcement with every instance of tolerating non-calling. This unpredictability can foster a greater persistence in the desired behavior, as the client will continue to engage in the behavior while waiting for the reinforcement, rather than relying on a predictable pattern. In the context of this scenario, reinforcing the behavior of tolerating not being called on in class can help the client develop patience and resilience. Since the reinforcement is not tied directly to every occurrence of the target behavior, it encourages the student to continue practicing the behavior despite not receiving immediate gratification or feedback. Other schedules, such as fixed ratio (FR 5) or fixed interval (FI 1), provide a more predictable reinforcement pattern which may lead the client to only maintain their behavior until they reach the established quota or time frame, potentially reducing their tolerance over time. On the other hand, a variable interval schedule (VI 3) can also encourage the behavior, but it may not provide the same level of reinforcement variability as the variable ratio

Using a variable ratio schedule of reinforcement (VR 10) for helping a client tolerate not being called on in class can be highly effective due to its unpredictable nature. This schedule involves providing reinforcement after an average of ten responses, which means that the client would not receive consistent reinforcement with every instance of tolerating non-calling. This unpredictability can foster a greater persistence in the desired behavior, as the client will continue to engage in the behavior while waiting for the reinforcement, rather than relying on a predictable pattern.

In the context of this scenario, reinforcing the behavior of tolerating not being called on in class can help the client develop patience and resilience. Since the reinforcement is not tied directly to every occurrence of the target behavior, it encourages the student to continue practicing the behavior despite not receiving immediate gratification or feedback.

Other schedules, such as fixed ratio (FR 5) or fixed interval (FI 1), provide a more predictable reinforcement pattern which may lead the client to only maintain their behavior until they reach the established quota or time frame, potentially reducing their tolerance over time. On the other hand, a variable interval schedule (VI 3) can also encourage the behavior, but it may not provide the same level of reinforcement variability as the variable ratio