Question: What is the difference between FT and VT schedules and FI and VI schedules?

FT and VT is referring to fixed time and variable time, and FI and VI is referring to fixed interval and variable interval.

Answer: Although the words “time” and “interval” both refer to time-based reinforcement delivery, the distinction is which point in time that reinforcement is delivered. With fixed time and variable time schedules, we’ve got non-contingent schedules of reinforcement. That means reinforcement is contingent on the passage of time and not on behavior. Reinforcement is delivered ahead of the behavior. And again, this is the schedule for a non-contingent reinforcement procedure.

The fixed interval and variable interval schedules are reinforcement schedules that are contingent on correct behavior. So, reinforcement on these schedules comes after a correct response or a correct behavior.

Related Content

Variable ratio schedule (VR)

A basic schedule of intermittent reinforcement in which a variable number of correct responses must be emitted for reinforcement to be delivered.

Variable interval schedule (VI)

A basic schedule of intermittent reinforcement in which a variable amount of time must elapse before a single correct response produces reinforcement.

Tandem schedules of reinforcement

A compound schedule of reinforcement in which two or more un-signaled (No SD) basic schedules of reinforcement are in effect and must be met successively for the response to contact…

Ratio strain

When challenging behaviors reemerge because of an abruptly thinned reinforcement schedule.

Progressive schedule of reinforcement

A variation of basic intermittent schedules of reinforcement in which the criteria for reinforcement is systematically increased, independent of the client’s behavior, until responding stops (the breaking point).

Multiple schedules of reinforcement

A compound schedule of reinforcement in which two or more basic schedules of reinforcement are in effect and alternated in a random sequence for one or more behaviors. An SD…

Limited hold

A component that can be added to a schedule of reinforcement limiting access to reinforcement for correct responses that occur within a specific and fixed time.

Mixed schedules of reinforcement

A compound schedule of reinforcement in which two or more un-signaled (No SDs) basic schedules of reinforcement are in effect in an alternating, random sequence for one or more behaviors.

Matching law

A behavioral concept that maintains that behavior is produced in direct proportion to the reinforcement that is available for that behavior. Hint: We make behavior choices at every moment, and…

Lag schedule of reinforcement

A variation of basic intermittent schedules of reinforcement in which reinforcement is delivered for any response that differs in topography, sequence, etc., from a previously reinforced response.

Fixed ratio schedule (FR)

A basic schedule of intermittent reinforcement in which a fixed number of correct responses must be emitted for reinforcement to be delivered.

Fixed interval schedule (FI)

A basic schedule of intermittent reinforcement in which a fixed amount of time must elapse before a single correct response produces reinforcement.

Delays to reinforcement schedule

A variation of basic intermittent schedules of reinforcement in which reinforcement for correct responding is delayed for the purpose of teaching self-control, tolerance of delayed gratification, functional communication, etc.

Differential reinforcement of high rates of responding (DRH)

A differential reinforcement procedure that is a variation of basic intermittent schedules of reinforcement. Reinforcement is delivered when an individual engages in a behavior at/or above a pre-established rate during…

Consequence

A stimulus change that comes after a behavior.

Concurrent schedules of reinforcement

A compound schedule of reinforcement in which clients choose between two or more behaviors associated with different signaled (SD) schedules of reinforcement that are correlated with each behavior option.

Conjunctive schedules of reinforcement

A compound schedule of reinforcement in which reinforcement is delivered when the completion of the response requirements for both a ratio and interval schedule have been met.

Chained schedules of reinforcement

A compound schedule of reinforcement in which a sequence of two or more signaled (SD) basic schedules of reinforcement must be met successively for the response to contact reinforcement.

Alternative schedules of reinforcement

A compound schedule of reinforcement in which reinforcement is delivered when the requirement of either a ratio or interval schedule is met, regardless of which of the component schedule requirements…

Adjunctive behaviors

Time-filling behaviors that occur as a result of reinforcement schedules, at times when reinforcement isn’t available. These behaviors are not related to the specific reinforcement yet tend to occur in…

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Variable time

A time-based schedule of noncontingent reinforcement delivery. It sets an average amount of time between the delivery of noncontingent reinforcers.

Noncontingent reinforcement (NCR)

A contingency independent antecedent intervention during which reinforcers that maintain challenging behavior are delivered on a fixed or variable schedule, thereby abolishing (AO) the motivation for the client to engage…

Functional communication training (FCT)

A differential reinforcement procedure that trains an alternative communication response to replace a functionally-equivalent challenging behavior.

Fixed time

A time-based schedule of noncontingent reinforcement delivery. It sets a fixed amount of time between the delivery of noncontingent reinforcers.

Differential reinforcement

Procedures used to eliminate, reduce, and increase behaviors that involve providing reinforcement for one response class and withholding reinforcement for the occurrence of challenging behavior above or below a pre-determined…

Differential reinforcement of alternative behavior (DRA)

A differential reinforcement procedure used to eliminate challenging behaviors. It involves withholding reinforcement for the occurrence of the challenging behavior and providing reinforcement for a specific functionally equivalent alternative behavior.

Differential reinforcement of incompatible behavior (DRI)

A variation of the differential reinforcement of alternative behavior procedures used to eliminate challenging behaviors. It involves withholding reinforcement for the occurrence of the challenging behavior and providing reinforcement for…

Differential negative reinforcement of incompatible or alternative behavior (DNRI & DNRA)

A differential reinforcement procedure used to reduce or eliminate challenging behavior that involves withholding negative reinforcement for the occurrence of the challenging behavior and providing negative reinforcement for a functionally…

Differential reinforcement of other behavior (DRO)

A differential reinforcement procedure in which reinforcement is delivered contingent on the absence/omission of the challenging behavior during a specific time period or moment in time.

Differential reinforcement of low rates of responding (DRL)

A differential reinforcement procedure that is a variation of basic intermittent schedules of reinforcement. Reinforcement is delivered when an individual engages in a behavior at/or below a pre-established rate during…

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Boosting Speed & Accuracy with Reinforcement Schedule Parameters

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Contingency-shaped behavior

When a behavior is learned and directly controlled by the consequences that follow it.

Dana Do's: The Differences Between Stimulus Equivalence and Transitivity, Explained

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Dana Do's: Using Stimulus Salience to Increase Studying Effectiveness

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ABA Terminology ➠ Stimuli Paired in Respondent Conditioning

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Test your understanding of antecedents and behavior change with PTB co-founder Dana Meller. Here she explains the distinction between Sᵈs and MOs, explores their evocative function, and discusses how they can alter our behavioral repertoire when combined. Through relatable examples, Dana illustrates the importance of understanding the interplay between Sᵈs and MOs in behavior change. Refer to BCBA® Task List (5th ed.) Sections B-10: Define and provide examples of stimulus control and B-12: Define and provide examples of motivating operations.

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There are seven ways to program for generalization. PTB co-founder Dana Meller dives into "Indiscriminable Contingencies". Refer to BCBA® Task List (5th ed.) Sections B-11: Define and provide examples of discrimination, generalization, and maintenance; G-21: Use procedures to promote stimulus and response generalization.

Test your ABA Terminology ➠ Understanding Behavior-Altering Effects

Test your terminology. PTB co-founder Dana Meller explains the umbrella term, "Motivating Operations" and breaks down the sub-categories. Refer to BCBA® Task List (5th ed.) Section B-12: Define and provide examples of motivating operations.

Hungry by Association: The Conditioned Motivating Operation Behind TV Ad Cravings

Put your knowledge of motivating operations to the test. PTB co-founder Dana Meller dives into a specific type of CMO and explains how seemingly innocuous visuals on TV ads can trigger a state of deprivation for the advertised item, resembling the effects of an unconditioned motivating operation. Dana presents an intriguing example highlighting the process of pairing and the associations that can unexpectedly ignite intense cravings. Refer to BCBA® Task List (5th ed.) Sections B-12: Define and provide examples of motivating operations and G-2 Use interventions based on motivating operations and discriminative stimuli.

Breaking Down a BCBA® Mock Exam Question: Understanding Respondent-Operant Interactions

Test your behavior-change procedures skills with PTB co-founder Dana Meller as she reviews a BCBA® mock exam question that explores respondent-operant interactions, comparing and contrasting habilitation, habituation and adaptation, with an emphasis on the importance of reinforcement. The breakdown touches on operant conditioning and its role in behavior change. Refer to BCBA® Task List (5th ed.) Section B-3: Define and provide examples of respondent and operant conditioning.

Verbal Operants: Understanding the Roles of Speaker and Listener in a Conversation

Test your verbal behavior knowledge with PTB co-founder Dana Meller as she reviews verbal operants, the roles of the speaker and listener. Refer to BCBA® Task List (5th ed.) Section B-14: Define and provide examples of the verbal operants

Test your ABA Terminology ➠ Identify the Stimulus Class

Test your knowledge of concepts and principles as PTB co-founder Dana Meller reviews a question about identifying a specific type of stimulus class, and the features associated with the three main stimulus class variations. Refer to BCBA® Task List (5th ed.) Section B-2: Define and provide examples of stimulus and stimulus class.

Breaking Down a BCBA® Mock Exam Question: Understanding Respondent Conditioning

Test your concepts and principles skills with PTB co-founder Dana Meller as she reviews a BCBA® mock exam question about respondent conditioning, breaking down the process. Refer to BCBA® Task List (5th ed.) Section B-3: Define and provide examples of respondent and operant conditioning.

Test Your ABA Terminology ➠ What Are The 3 Types of Extinction?

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's Special ABA Sauce: Mastering the ABCs of Behavior

Test your understanding of the ABCs of Behavior with PTB co-founder Dana Meller as she analyzes a tasty scenario to identify the MO, SD, prompt, behavior, and consequence using PTB's special ABC breakdown method. Discover how ordering extra sauce serves as a perfect example to unravel the intricate relationship between MOs, deprivation, SDs, and reinforcement. Refer to BCBA® Task List (5th ed.) Sections B-1: Define and provide examples of behavior, response, and response class, B-10: Define and provide examples of stimulus control, B-12: Define and provide examples of motivating operations and G-4: Use stimulus and response prompts and fading (e.g., errorless, most-to-least, least-to-most, prompt delay, stimulus fading).

Dana Do's: 8 Guidelines for Using Modeling

Get ready to model as PTB founder Dana Meller walks you through the eight specific guidelines for using modeling.

Dana Do's: Can Changing Criterion Design be Used to Evaluate Shaping Programs?

Can can a changing criterion design be used to evaluate shaping programs? Well, PTB founder Dana Meller says, it depends.

Dana Do's: What is the Difference Between Trial-Based and Free-Operant Teaching Arrangements?

Not too sure about discriminating between the different teaching arrangements? Not to worry. PTB founder Dana Meller is here to explain trial-based vs free operant procedures.

Dana Do's: What's the Difference Between Response vs. Stimulus Prompts?

If a response prompt and a stimulus prompt both prompt correct responses, what is the difference?

Dana Do's: Chain Chain Chain, Chain, Chain...

Which chaining method goes with which behavior? Dana Meller offers some considerations that may help you answer that question on the exam. Refer to BCBA® Task List (5th ed.) Section Section G-8: Use chaining.

Dana Do's: If All Prompts Prompt Behavior, What's the Difference?

If all prompts prompt behavior, how can you tell the different between stimulus and response prompts? PTB co-founder Dana Meller simplifies it with one word. 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).

Dana Do's: Fun Fact. The Process of Self-Management Requires Two Behaviors

Self-management: one process, two behaviors. PTB co-founder Dana Meller explains controlled vs controlling response, and shares real-life examples of how they are used together in self-management strategies.

Dana Do's: Which Group Contingency Do I Use?

PTB co-founder Dana Meller distills the three different interventions, related by the group. Refer to BCBA® Task List (5th ed.) Section G-18: Use group contingencies.

Dana Do's: What Chaining Method to Use When?

The books don't really say much about what chaining methods BCBA's should apply to what behaviors. PTB co-founder Dana Meller breaks it down. Refer to BCBA® Task List (5th ed.) Section G-8: Use chaining.

Breaking Down a BCBA® Mock Exam Question: Contingency Contracting Components

Let's break down a BCBA® mock exam question about contingency contracts and their importance in behavior management. PTB co-founder Dana Meller explains the three essential elements of a contingency contract and how they can be effectively implemented to achieve behavior change. Refer to BCBA® Task List (5th ed.) Section G-19: Use contingency contracting.

Test your ABA Terminology ➠The Heroic Quest into Group Contingencies

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.

Matching-to-Sample Procedures: Test Your Knowledge and Challenge Yourself

PTB co-founder Dana Meller reviews matching-to-sample procedures, focusing on one specific method where stimuli are not physically identical but have a symbolic relationship. Refer to BCBA® Task List (5th ed.) Section G-12: Use equivalence-based instruction.

Revving Up for Compliance: Revealing the High-P Request Sequence Starting Lineup

PTB co-founder Dana Meller explores the concept of high-probability request sequences. Dana explains how this antecedent intervention technique is a valuable tool for significantly improving compliance and decreasing non-compliance. Refer to BCBA® Task List (5th ed.) Section: G-13: Use the high-probability instructional sequence.

Dana Do's: How to Get Unstuck When Studying for the BCBA®

PTB co-founder Dana Meller explains how to use Multiple Exemplar training to improve your exam application skills. BCBA® Task List (5th ed.) Section: G-21 Use procedures to promote stimulus and response generalization.

Dana Do's: Response Blocking vs. Extinction

Want an easy way to make the correct discrimination between response blocking and extinction? PTB co-founder Dana Meller borrows from the #starwars universe to help explain. BCBA® Task List (5th ed.) Section: G-16 Use positive and negative punishment (e.g., time-out, response cost, overcorrection).

ABA Terminology ➠ Battle of Aversive Titans: Positive Punishment vs. Negative Reinforcement (G-1, G-16)

Given the common confusion between terms due to their association with aversive events, PTB co-founder Dana Meller clarifies the distinction between positive punishment and negative reinforcement. Refer to BCBA® Task List (5th ed.) Sections G-1: Use positive and negative reinforcement; and G-16: Use positive and negative punishment (e.g., time-out, response cost, overcorrection). procedures to strengthen behavior.

Dana Do's: Need a Prompt to Understand Prompting?

PTB co-founder Dana Meller shares a trick for discriminating 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)

Let's Break Down a BCBA® Mock Exam Question: Let's Get Physical with Imitation Training & Formal Similarity

PTB co-founder Dana Meller reviews a BCBA® mock exam question that targets the essential aspects of imitation training, breaking down the four defining features of successful imitation and how these elements contribute to effective learning and skill acquisition. Refer to BCBA® Task List (5th ed.) Section G-5: Use modeling and imitation training.

Test your ABA Terminology ➠ Response Prompt vs. Stimulus Prompt

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).

Shaping Success: Understanding the Procedure and its Dynamic Duo

PTB co-founder Dana Meller explores the procedure of shaping, discussing the two key features that define its effectiveness. Refer to BCBA® Task List (5th ed.) Section G-7: Use shaping.

Self Evaluate Your Understanding of ABA Terminology ➠ Self Management

Explore the world of self-management with PTB co-founder Dana Meller as she discusses how controlled responses and self-controlling behaviors lead to improved behavior. Refer to BCBA® Task List (5th ed.) Section G-20: Use self-management strategies.

Let's Break Down a BCBA® Mock Exam Question: Analyzing Untrained Reverse Relations in Stimulus Equivalence

PTB co-founder Dana Meller breaks down a BCBA® mock exam question about the concept of stimulus equivalence, focusing on the one that leads to an untrained relation with a reverse relation. Refer to BCBA® Task List (5th ed.) Section G-12: Use equivalence-based instruction.

Let's Break Down a BCBA® Mock Exam Question: This Factor Won't Derail Extinction Procedure Success

PTB co-founder Dana Meller has an exciting challenge for all of you behavior-change enthusiasts as she reviews a BCBA® mock exam question centered on extinction procedures. Refer to BCBA® Task List (5th ed.) Section G-15: Use extinction.

Let's Break Down a BCBA® Mock Exam Question: Level Up Your Chaining Game for Maximum Efficiency & Natural SR+

PTB co-founder Dana Meller reviews and breaks down in detail a BCBA® mock exam question about different chaining methods in behavior analysis. Refer to BCBA® Task List (5th ed.) Section G-8: Use chaining.

Antecedent Intervention ➠ Increasing Compliance with the Art of Timing

PTB co-founder Dana Meller discusses the high-probability request sequence (high-p). Learn how the high-p serves as an effective antecedent intervention and compliance-building strategy. Refer to BCBA® Task List (5th ed.) Sections G-2: Use interventions based on motivating operations and discriminative stimuli; and G-13: Use the high-probability instructional sequence.

Test your ABA Terminology ➠ Identify the Type of Conditioned Reinforcer in This Scenario

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.

Awaken Your Inner Boss: Self Management for Behavior Change Champions

Sharpen your understanding of self-management with PTB co-founder Dana Meller as she highlights the two crucial behaviors involved in self-management. Refer to BCBA® Task List (5th ed.) Section G-20: Use self-management strategies.

Test your Knowledge of ABA Educational Methodologies ➠ Exploring PSI & Key Concepts

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.

Dana Do's: Programming Common Stimuli

PTB co-founder Dana Meller talks about programming common stimuli and how this method can help students feel more prepared on exam day. Refer to Task List section G-21: Use procedures to promote stimulus and response generalization.

ABA Terminology ➠ The Dynamic Duo of Behavior Transformation via Shaping Procedures

PTB co-founder Dana Meller discusses the two types of shaping procedures, one of which teaches novel behaviors and the other improves existing behaviors. Refer to BCBA® Task List (5th ed.) Section G-7: Use shaping.

Breaking Down a Mock BCBA® Exam Question: Using Physical Guidance to Prompt a Response

PTB co-founder Dana Meller breaks down BCBA® mock exam question about prompting, a response utilizing physical guidance. Included is a description of graduated guidance, least-to-most, and most-to-least prompting methods, as well as stimulus shape transformations. 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).

Breaking Down a Mock BCBA® Exam Question: Prompt Dependence

Test your Behavior-Change Procedures skills with PTB co-founder Dana Meller as she breaks down a BCBA® mock exam question about how prompt dependence is defined, and a scenario that identifies prompt dependence. 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).

Test your ABA Terminology ➠ Identify the Difference Between Two Ways to Fade Response Prompts

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).

Break Down a Mock BCBA® Exam Question: Identify a Contingency Independent Intervention

PTB co-founder Dana Meller breaks down the differences between contingency-independent and contingency-dependent interventions. Refer to BCBA® Task List (5th ed.) Section G-2: Use interventions based on motivating operations and discriminative stimuli.

Test your ABA Terminology ➠ Identify the Type of Discrete Trial Teaching (DTT)

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.

Breaking Down a Mock BCBA® Exam Question: Behavioral Momentum

PTB co-founder Dana Meller breaks down a BCBA® mock exam question. Refer to BCBA® Task List (5th ed.) Sections G-2: Use interventions based on motivating operations and discriminative stimuli; G-13: Use the high-probability instructional sequence.

Test your ABA Terminology ➠ Programming for Generalization

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.