Reinforcement Schedules: Understanding Behavior Through Positive Reinforcement

Posted: February 15th, 2023

Reinforcement Schedules

Engaging with each other is essential in an online course. For this conversation, choose two basic schedules of reinforcement (fixed-ratio, variable-ratio, fixed-interval, variable-interval) and complete ONE of the following activities:

Describe an example, including the antecedent, behavior, and consequence, for your two chosen schedules.
Explain, based on what you know about patterns of responding (think about the chart from this week’s ICS), what types of responding you would expect from each behavior.
Discuss how changing the schedule of reinforcement could change the consistency and rate of responding.
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response 1- example of a variable ratio schedule of reinforcement is slot machines at the casino. You won’t win every time you play, but at some point, you will win some money. Your rate of responding will increase until you win (get reinforcement).
A- No money B- Play slot machine C- Win money.An example of a fixed interval schedule of reinforcement is earning a token after being on task for 5 minutes during a small group activity. To earn the token there must be a response of staying on task.A- No tokens not on task. B- Stay on task for 5 minutes. C- Earn tokens.

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response 2–in my job, I have the pleasure of working with a student on a daily basis using the Fixed-Ratio reinforcement schedule. Initially, I employed a continuous reinforcement schedule to encourage his participation in class, and within a few weeks, we noticed a significant improvement. I then transitioned to a fixed reinforcement schedule, where he receives a fidget after participating three times in class (A: teacher asks a question, B: student participates, C: reinforced with a fidget after three times).

Additionally, we utilize a fixed-interval approach, where he is rewarded with a one-minute bounce break on a yoga ball if he can focus on his worksheet or assignment for two minutes without any prompts. In this case, the focus is on the duration of his focus rather than the number of problems he completes.
(A: Student is given worksheet,RBT sets timer, B: Student is working on worksheet for 2 minutes ,C: RBT stops timer and tells him he can take a bounce break).

Reinforcement Schedules: Understanding Behavior Through Positive Reinforcement
Positive reinforcement is a powerful tool for shaping behavior and motivating learning. At the core of reinforcement is understanding how schedules impact response patterns. Reinforcement schedules refer to the contingency between a behavior and its consequences (Martin & Pear, 2015). This paper will discuss two basic reinforcement schedules – variable ratio and fixed interval – and how manipulating these schedules can change response consistency and rates. Real-world examples and research findings will demonstrate the application of reinforcement schedules.
Variable Ratio Schedule
A variable ratio (VR) schedule delivers reinforcement following an unpredictable number of responses (Ferster & Skinner, 1957). For example, slot machines at casinos operate on a VR schedule – players do not know exactly when they will win, keeping them engaged in the behavior of gambling. Research has shown that VR schedules produce high, steady response rates that are resistant to extinction (Ferster & Skinner, 1957).
This pattern of responding can also be seen in social media platforms. Studies have found that platforms employing unpredictable reward systems like likes, comments and shares on posts lead to highly consistent online engagement from users (Frison & Eggermont, 2017). The variability maintains interest through the chance of receiving reinforcement, even if it does not occur every time. VR schedules are thus effective for establishing operant behaviors that need to be sustained, like social interactions online.
Fixed Interval Schedule
In contrast, a fixed interval (FI) schedule delivers reinforcement only after a specific time period elapses since the last reinforcement, regardless of response rate during the interval (Ferster & Skinner, 1957). An example would be a student receiving a 15-minute break from an online class every 30 minutes. Research shows that FI schedules produce gradual acceleration of responding as the interval nears its end, followed by a post-reinforcement pause (Ferster & Skinner, 1957).
This pattern has practical applications. For instance, FI schedules are useful for sustaining attention on difficult academic tasks. A study with young students found that using FI schedules with preferred rewards like stickers increased time spent on math worksheets compared to continuous reinforcement (Belfiore et al., 2008). The predictable nature of intervals allows learners to anticipate reinforcement, maintaining engagement through the interval.
Manipulating Schedules for Behavior Change
Reinforcement schedules are a powerful tool for behavior modification when applied strategically. Shifting from fixed to variable contingencies, or vice versa, can alter response patterns. A study demonstrated this by changing an autistic child’s reinforcement schedule for completing tasks from fixed to variable (Goeters et al., 2004). Response rates became less consistent with the change, showing schedules’ influence over behavior. Reinforcers also need to be carefully selected based on individual preferences to maximize effectiveness (Belfiore et al., 2008). Proper use of schedules through systematic manipulation holds promise for addressing behavioral challenges in learning and development.
In conclusion, understanding basic reinforcement schedules provides insight into how contingencies impact response patterns. Variable and fixed schedules produce distinct, predictable behaviors that can be harnessed for motivation and skill-building. With research-backed application tailored to individual contexts, schedules of positive reinforcement are a powerful educational and behavioral tool. Future studies exploring schedule combinations and personalization may further advance these applications.