Compound schedules of reinforcement are critical in understanding how various behaviors are influenced by different reinforcement contingencies in Applied Behavior Analysis (ABA). These schedules integrate multiple reinforcement schedules, either concurrently or sequentially, and provide deeper insight into how behavior is maintained and modified over time. Below, we explore various types of compound schedules, providing examples to illustrate how they operate in real-life situations.
Concurrent Schedule of Reinforcement
A concurrent schedule involves the simultaneous availability of two or more reinforcement schedules, each paired with its own discriminative stimulus (SD) and corresponding behavior. The behavior choice under such circumstances is often guided by the Matching Law, which suggests that individuals will allocate their behavior proportionally to the amount of reinforcement available for each option.
Example: A student is given two sets of worksheets—one for addition and another for subtraction. Solving 10 addition problems earns one reinforcer, while solving 5 subtraction problems earns another. The student can choose between completing addition, subtraction, or both, based on the reinforcement outcomes.
Concurrent schedules offer valuable insight into decision-making and behavioral allocation when individuals face multiple reinforcement contingencies.
Multiple Schedules of Reinforcement
Multiple schedules involve the successive presentation of two or more reinforcement schedules, all targeting the same behavior, but with different discriminative stimuli (SD) marking each schedule. The sequence of schedules is typically randomized, and reinforcement is contingent on fulfilling the requirements of the current active schedule.
Example: On some days, a student completes a blue worksheet and earns 10 reinforcers for solving 20 addition problems, while on other days, the worksheet is white, and the student earns 5 reinforcers for the same task. The student alternates between these two schedules depending on which worksheet is assigned that day.
Multiple schedules provide insights into how behavior can be influenced by varying reinforcement criteria under different conditions, fostering flexibility in learning environments.
Chained Schedules of Reinforcement
Chained schedules are characterized by the sequential presentation of two or more reinforcement schedules, each linked to a specific SD, where completing one schedule’s requirements serves as the condition for initiating the next. Conditioned reinforcement is provided at the completion of each component, culminating in a final reinforcement after all components are completed.
Example: A student first completes 20 addition problems (component 1), and then 10 subtraction problems (component 2). Only after both sets of problems are completed does the student receive reinforcement.
Chained schedules are useful for teaching complex behaviors that consist of smaller, individual steps, with reinforcement helping to bridge the transitions between these steps.
Mixed Schedule of Reinforcement
A mixed schedule is similar to a multiple schedule, but there are no distinct SDs to signal which schedule is in effect at any given time. The reinforcement schedules alternate in an unpredictable order, requiring the individual to respond without explicit cues as to which schedule is currently active.
Example: A student receives a daily worksheet, and reinforcement is contingent on two different schedules: sometimes after completing 10 problems, and other times after one correct response following a 1-minute interval. The student does not know which criterion will result in reinforcement on a given day.
Mixed schedules highlight how behavior adapts in environments where reinforcement contingencies shift unpredictably, promoting resilience in response to changing demands.
Tandem Schedule of Reinforcement
A tandem schedule operates similarly to a chained schedule but without discriminative stimuli signaling the transition between schedules. The individual must complete each component in sequence to earn reinforcement, but the shift between components happens without any external cues.
Example: A student must complete 10 math problems to receive a reinforcer, but after 2 minutes pass, they must also respond correctly within that interval to receive reinforcement.
Tandem schedules demonstrate how behavior can be shaped through consecutive reinforcement schedules without explicit external cues, requiring internal tracking of task completion.
Alternative Schedule of Reinforcement
An alternative schedule allows for reinforcement when any one of two or more concurrently active component schedules is completed. After reinforcement is given, all component schedules are reset.
Example: A student is tasked with completing 15 problems or working for 10 minutes. If the student answers 15 questions before 10 minutes have passed, they receive reinforcement. If not, they are rewarded after 10 minutes for completing at least one problem.
Alternative schedules emphasize flexibility in reinforcement by allowing multiple paths to achieve the same reinforcement, which can be useful in accommodating different learning styles.
Conjunctive Schedule of Reinforcement
In a conjunctive schedule, reinforcement is contingent on the completion of two or more schedules operating simultaneously. Both schedules must be completed before reinforcement is delivered.
Example: A student must first complete 15 math problems, and then, after a 10-minute interval, complete another correct response. Both tasks must be completed to earn reinforcement.
Conjunctive schedules illustrate the necessity of fulfilling multiple criteria before reinforcement is earned, encouraging persistence and the ability to meet complex requirements.
Conclusion
Compound schedules of reinforcement provide a nuanced understanding of behavior in the context of multiple reinforcement contingencies. By examining concurrent, multiple, chained, mixed, tandem, alternative, and conjunctive schedules, behavior analysts can gain valuable insights into how individuals distribute their responses and adapt to changing reinforcement patterns. Understanding these schedules helps inform more effective intervention strategies in both educational and therapeutic settings.
