PSY7713 WEEK 6

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Week 6


  • Reinforcement Procedures – DRO, DRL, DRH, and NCR

    Your client likes to eat—fast! This is a concern, as you do not want them to choke. You do not want them to eliminate their eating behavior; you just want them to eat carefully. You have another client who raises their hand once during class. You would like to see their hand raised in class more often. In both cases, a differential reinforcement schedule could be used. Schedules such as DRO, DRL, DRH are reinforcement schedules used with behavior we want to increase, decrease, or eliminate. NCR can also be a helpful antecedent time-based schedule for behavior management.

    This week, you will continue exploring differential reinforcement procedures, focusing on differential reinforcement of other behaviors (DRO), differential reinforcement of low rates of behavior (DRL), and differential reinforcement of high rates of behavior (DRH). DRO can be a useful technique when attempting to eliminate a behavior completely. DRL is a useful differential reinforcement procedure when attempting to decrease behavior to a particular level or to make the behavior occur at certain times. DRH is a differential reinforcement procedure used for increasing the incidence of a behavior. You will also be introduced to noncontingent reinforcement (NCR), a very powerful reinforcement-based antecedent intervention, and discuss the application of NCR to decrease challenging behavior. Finally, you will discuss monitoring a client’s progress and treatment integrity, making data-based decisions regarding ongoing services, and determining the effectiveness of an intervention.


    • What You Need To Know: Continue learning about different differential reinforcement schedules and antecedent interventions.
    • Interactive Learning Module: Complete the Differential Reinforcement Procedures interactive learning module.
    • Interactive Learning Module: Complete the Week 6 ABA Terminology Flashcards.
    • Discussion: Discuss the data collection methods you will use in your direct observation sessions.
    • Assignment: Develop a measurement system for your intervention support plan.
    • Assignment: Attend the two-hour Instructor Contact Session.
    • Quiz: Complete the Week 6 Quiz.
  • Assignment Overview

    This week, you will determine the measurement system you will use for your case study. You will also determine how you will display your data.

  • Discussion Overview

    Describe the data collection methods you will use in your direct observation sessions and the ethical codes that should be taken into consideration.

  • Quiz Overview

    This quiz will assess your understanding of the topics covered in the weekly readings.

  • What You Need to Know

    Reinforcement Procedures, Part 2

    We continue the theme of differential reinforcement from Week 5 and will expand upon the various differential reinforcement schedules, examining the schedules of DRO (Differential Reinforcement of Other Behavior), DRL (Differential Reinforcement of Low Rates of Behavior), and DRH (Differential Reinforcement of High Rates of Behavior). We will also make a further analysis of antecedent conditions and review NCR. ​

    • Miltenberger, R. G. (2016). Behavior modification: Principles and procedures (6th ed.). Cengage Learning.
      • Chapter 2, “Observing and Recording Behavior.”
        • Read pages 19–32.
      • Chapter 3, “Graphing Behavior and Measuring Change,” pages 43–63.
      • Chapter 15, “Differential Reinforcement.”
        • Read pages 307–325.
    • Cooper, J. O., Heron, T. E., & Heward, W. L. (2020). Applied behavior analysis (3rd ed.). Pearson.
      • Chapter 26, “Antecedent Interventions,” pages 613–625.

    Instructional Activities

    This week, you will complete instructional activities through your participation in ICS, a quiz, and formative multimedia activities. The BCBA/BCaBA Task List (5th ed.) elements that will be covered during these activities include:

    • G-14: Use reinforcement procedures to weaken behavior (for example, DRA, FCT, DRO, DRL, and NCR).
    • H-06: Monitor client progress and treatment integrity.
    • H-07: Make data-based decisions about the effectiveness of the intervention and the need for treatment revision.
    • H-08: Make data-based decisions about the need for ongoing services.

    Capella Compassion Code

    You may be directed to reflect on a section of the Capella Compassion Code in your ICS this week. Please remember to add any notes you find useful as you dive further into this code.

  • Interactive Learning Module: Differential Reinforcement Procedures

    In this activity, you will develop a stronger foundation of knowledge of differential reinforcement procedures and understand the differences among DRI, DRA, DRO, and DRL.

    Note: Although you will not receive a grade for this activity, you must complete it to pass the course.

    Follow the practices in the ABA Media Best Practices [DOCX] guide to have the best possible experience with the media and to make sure you get credit for this activity.


  • Interactive Learning Module: ABA Terminology Flashcards – Week 6

    Each week, you are provided with resources to help you study and practice behavior analysis terminology. Mastering the terminology during your program will provide you with a solid foundation for developing examples of these terms and ultimately for practical application in the field.

    This media will help you master your knowledge of the terms used this week.

    Note: This media piece is included in your required instructional activities. Although you will not receive a grade for this activity, you must complete it to pass the course. You must answer each question correctly to receive credit for completing this activity.

    Follow the practices in the ABA Media Best Practices [DOCX] guide to have the best possible experience with the media and to make sure you get credit for this activity.


  • Assignment Instructions



    The measurement system is a very important aspect of an intervention plan. Data from the measurement system tell us if our plan is working! The type of measurement system you select should be carefully considered to avoid over- or underreported behavior or a system that does not tell you what you need to know. The feasibility of the measurement system must be carefully considered as well, or you may end up with no data at all.


    Use the following headings formatted in current APA style to organize your assignment:

    • Measurement: Explain the process of measurement you will use to track the progress of your case study.
      • In your explanation, take into consideration environmental variables, available resources, and behavior of interest relevant to your case study. Remember, applied behavior analysts measure behavior to answer questions about the existence and nature of functional relations between socially significant behavior and environmental variables.
    • Data Display: Select an appropriate form of visual display of behavioral data (choose from line graphs, bar graphs, cumulative records, semilogarithmic charts, or scatterplots) from which valid and reliable decisions are best analyzed in your case study.
      • The visual format you select should depend on the type of raw data you collect from your case study and the primary purpose of its evaluation.
      • Please be sure your graph includes baseline as well as intervention data.
    • Data-Based Decisions: Justify how the selected form of data display will best allow you to make data-based decisions for your case study.
      • Remember, the primary function of graphic displays of behavioral data is to communicate quantitative relations. Take into consideration validity, accuracy, and reliability of data based on data and scientifically established best practices.

    Additional Requirements

    • Written communication: Should be free of errors that detract from the overall message.
    • APA formatting: References and citations are formatted according to current APA style guidelines. Refer to Evidence and APA as needed.
    • Resources: 3–5 scholarly or professional resources.
    • Length: 5–6 double-spaced content pages plus title page and references list.
    • Font and font size: Times New Roman, 12 points.
    • SafeAssign: You are required to use SafeAssign before submitting the completed assignment to your instructor. Submit your work to SafeAssign as a draft, review the results, and make any needed changes. When you are ready, submit your assignment to the assignment area for grading.

    Read the assignment scoring guide to ensure that you meet all criteria.


    Your work will be evaluated using this criteria.


    Competencies Measured

    By successfully completing this assignment, you will demonstrate your proficiency in the following course competencies and scoring guide criteria:

    • Competency 3: Develop a plan to measure, generalize, and maintain intervention strategies.
      • Explain the process of measurement chosen to analyze a particular case study.
      • Explain why a particular data display is most appropriate for the given set of behavioral data.
      • Analyze how the selected form of data display best allows data-based decision-making for a particular case.
    • Competency 5: Communicate in a manner that is scholarly and consistent with expectations for professionals in the field of psychology.
      • Demonstrate an academic writing style through well-organized prose that follows assignment guidelines.
      • Demonstrate compliance with APA style, citation, and referencing guidelines.


  • Assignment Instructions


    In this two-hour session, your instructor discusses specific topics related to ABA. Listen to the lecture, then respond to any ASR questions through polls, take part small breakout groups, and discuss with your peers and instructor in the chat area.

    ICSs are not graded, but you must attend and participate in seven of the 10 sessions to pass the course. Participation is defined as:

    • Attending ICS by phone or Zoom.
    • Actively providing spoken or written input during ICS.
    • Responding to the ASRs through polls in Zoom.
    • Being available if code words are given out by your instructor.

    It is strongly recommended that you view the recordings of any sessions that you miss. Important information on assignments, discussion posts, and other assigned work might be provided.

    Note: If you require assistive technology or alternative communication methods to participate in this activity, please contact to request accommodations.


  • Write Your Discussion Post

    Data Collection

    Once you have completed your indirect measures, the next step is to conduct observations. An important part of observation is collecting data. Think about your case and problem behavior for this course project.

    For this discussion:

    • Identify which type of data would you collect in your direct observation sessions.
    • Justify your decision for choosing that specific type of data collection.
    • Specify which ethical code elements should be taken into consideration when collecting data.

    Response Guidelines

    Read the posts of your peers and respond to one. Your responses should be substantive and demonstrate your understanding of the material. Which aspects of the post do you like or agree with? Are there areas that are unclear? Did the post spark questions that you would like to ask your peer? Remember to keep your tone scholarly, respectful, and professional.


  • Quiz: Take the Quiz

    This quiz covers Week 6 elements from the BCBA/BCaBA Task List (5th ed.). This quiz will help you and your instructor assess your learning gains, mastery of the relevant learning objectives, and the following course competencies:

    • Competency 2: Design research-based interventions for individual cases based on the principles of applied behavior analysis.
    • Competency 3: Develop a plan to measure, generalize, and maintain intervention strategies.

    Please read the following instructions carefully before beginning the quiz:

    • You must complete and submit the quiz by Sunday 11:59 p.m. CST.
    • Do not start the quiz until you have completed all weekly study activities. The quiz must be completed without referring to reading materials, study aids such as flash cards, or notes. A dictionary is permitted to check spelling; a glossary is not permitted. Contact with other learners or any informant during a quiz is expressly prohibited.
    • There is no time limit for this quiz.
    • You may take this quiz up to three times. Study content related to any incorrect answers before making the next quiz attempt. The average of your scores will be recorded as your grade.

    Click the linked activity title to access the quiz. If you have any issues with the quiz, contact your instructor.

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