PTB co-founder Dana Meller delves into the differences and nuances between fixed-time (FT) and variable-time (VT) schedules, as well as fixed-interval (FI) and variable-interval (VI) schedules.
Refer to BCBA® Task List (5th ed.) Sections B-5: Define and provide examples of schedules of reinforcement; and G-14: Use reinforcement procedures to weaken behavior (e.g., DRA, FCT, DRO, DRL, NCR).
Test your instructional methodologies knowledge. PTB co-founder Dana Meller discusses PSI (Personalized System of Instruction), highlighting essential keywords and key figures associated with PSI to enhance your understanding of this personalized approach to effective learning.
Refer to BCBA® Task List (5th ed.) Section G-9: Use discrete-trial, free-operant, and naturalistic teaching arrangements.
PTB co-founder Dana Meller dives into the three types of group contingencies, with a primary focus on one group type.
Refer to BCBA® Task List (5th ed.) Section G-18: Use group contingencies.
Test your knowledge of Concepts & Principles and Behavior-Change Procedures with PTB co-founder Dana Meller as she reviews the different types of operant extinction procedures.
Refer to BCBA® Task List (5th ed.) Sections B-9: Define and provide examples of operant extinction, G-15: Use extinction.
PTB co-founder Dana Meller discusses the similarities and key distinctions between response and stimulus prompts.
BCBA® Task List (5th ed.) Section G-4: Use stimulus and response prompts and fading (e.g., errorless, most-to-least, least-to-most, prompt delay, stimulus fading).
Test your knowledge of behavior-change procedures as PTB co-founder Dana Meller discusses generative learning and programming for generalization. Dana explains one of the nine procedures for achieving generalization that emphasizes the need to generalize the response across similar stimuli, while recognizing that different stimuli may require different responses.
NOTE: Here, Dana mentions there are seven methods for programming for generalization, which is consistent with the literature for the 4th Edition Task List. But, for the 5th Edition Task List, there are additional methods.
Refer to BCBA® Task List (5th ed.) Sections G-12: Use equivalence-based instruction and G-21 Use procedures to promote stimulus and response generalization.
PTB co-founder Dana Meller covers the background of DTT and breaks down the four types.
Refer to BCBA® Task List (5th ed.) Section G-9: Use discrete-trial, free-operant, and naturalistic teaching arrangements.
PTB co-founder Dana Meller reviews a specific type of conditioned reinforcer. Included is a description of generalized conditioned reinforcers and corresponding examples. Additionally, Dana shares a good rule of thumb for your exam about which stimuli are always identified as generalized conditioned reinforcers.
Refer to BCBA® Task List (5th ed.) Section G-3: Establish and use conditioned reinforcers.
Test your behavior-change procedures skills with PTB co-founder Dana Meller as she reviews a specific differential reinforcement procedure. Here, Dana compares and contrasts all of the differential reinforcement procedures: #DRL vs. #,DRD, #DRH, #DRO, as well as #DRA vs. #DRI.
Refer to BCBA® Task List (5th ed.) Section G-14: Use reinforcement procedures to weaken behavior (e.g., DRA, FCT, DRO, DRL, NCR).
PTB co-founder Dana Meller explains with examples, the distinction between two fade response prompts.
Refer to BCBA® Task List (5th ed.) Section G-4: Use stimulus and response prompts and fading (e.g., errorless, most-to-least, least-to-most, prompt delay, stimulus fading).