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RBT EXAM 2026 PART C
RBT EXAM 2026 PART C - Behavior Acquistion
| Question | Answer |
|---|---|
| What is the most Fundamental Concepts in Applied Behavior Analysis (ABA)? | Reinforcement |
| Reinforcement (Definition) | A favored consequence following the target behavior. |
| What is Reinforcement supposed to do? | A treatment to increase the behavior. |
| When does Reinforcement Occurs? | Only when a behavior increases in the future as a result of a consequence. |
| What are the Two Reinforcements Commonly known in ABA? | (1) Positive Reinforcement and (2) Negative Reinforcement |
| Positive Reinforcement (Definition) | The process of increasing a behavior by providing a desirable stimulus after the behavior. |
| Positive Reinforcement (Example) | When offering the learner something fun (e.g., stickers or toys) after the target behavior. Praise following compliance and tokens for correct responses. |
| Negative Reinforcement (Definition) | The process of increasing a behavior by removing an undesirable input after the behavior. |
| Negative Reinforcement (Example) | If you take away something undesirable in response to the goal behavior, like a short break from a task (followed by an appropriate erquest). |
| What are the (3) Three Key Characteristics of Effective Reinforcement? | (1) Immediate, (2) Contingent, and (3) Consistent. |
| What are the (3) Deliveries Methods? | (1) Immediate Delivery, (2) Contingent Delivery, and (3) Reinforcement Schedule. |
| Immediate Delivery (Definition) | The reinforcement comes within a second or two of the correct response. The faster the delivery, the tighter the behavior, which leads to quicaker learning. |
| Contingent Delivery (Definition) | Only offer the rewards for the target behavior, not the other behaviors, and not "just becase." |
| What happens if the Client does not Meet the Criteria for Contingent Delivery? | Make corrections, hold rewards, and restart the process. |
| Reinforcement Schedule (Definition) | Tells you how often to offer reinforcement. |
| Why use Reinforcement Schedule? | A quick way to understand the frequency of reinforcement used or planned to be used during the session. |
| How is the Reinforcement Schedule Typically used when Teaching a New Behavior? | The reinforcement schedule can be dense to thin. |
| What Type of Reinforcement Schedule should be used when Teaching a New Behavior? | Continuous Reinforcement (CRF/FR1) |
| Continuous Reinforcement (Definition) | In operant and instrumental conditioning, the reinforcement of every correct (desired) response. It is identical to a fixed ratio 1 schedule of reinforcement. Also known as Continuous Reinforcement Schedule; Continuous Schedule of Reinforcement. |
| Why Continuous Reinforcement should be used when Working on Acquisition? | Every right behavior gets a reinforcement. |
| What type of Reinforcement Schedule once Starting to Stabilize? | Intermittent Schedules (e.g., FR1 -> FR2 -> VR3) |
| Intermittent Schedules (Definition) | In operant or instrumental conditioning, any pattern of reinforcement in which only some response are reinforced. Also known as Partial Reinforcement; Partial Schedule of Reinforcement |
| Why should Intermittent Schedules should be used when Working during Maintenance? | The response is reinforced only part of the time. Learned behaviors are acquired more slowly with partial reinforcement, but the response is more resistant to extinction. |
| What are the (3) Three Things you should be Mindful during Intermittent Schedules? | (1) Data Drops, (2) Problem Behaviors, and (3) Ratio Strain. |
| Ratio Strain (Definition) | When the response suddenly decreases after thinning too quickly. |
| What should the RBT/BT do when the Client is Experiencing Ratio Strain? | Take a step back and thin out more slowly. |
| What are the Most Common Schedules used in Intermittent Schedules? | Fixed Ratio (FR), Variable Ratio (VR), Fixed Interval (FI), and Variable Interval (VI). |
| Fixed Ratio (FR) (Definition) | Is giving reinforcement after a set number of responses. It is useful for establishing high rates once the response is reliable. |
| Fixed Ratio (FR) (Example) | (FR3) After every 3 correct tacts, the learner gets 5 seconds with the spinner. |
| Variable Ratio (VR) (Definition) | Is applying reinforcement after an average number of responses. It works well for keeping during responses. |
| Variable Ratio (VR) (Example) | (VR3) The learner earns a token after 2, then 4, then 3 correct word readings (averaged to 3). |
| Fixed Interval (FI) (Definition) | Signifies that reinforcement happens for the first correct behavior after a set amount of time. |
| Fixed Interval (FI) ( Example) | (FI 2 min) If you check after 2 minutes and the learner is still on target, they get a token. |
| Variable Interval (VI) (Definition) | Gives reinforcement for the first successful behavior after an average time. RBT typically use it for ongoing proper behaviors, like "on-task." |
| Variable Interval (VI) (Example) | (VI 2 min) You check the learner at the 1.5, 2.5, then 2 minutes. If their hands are quiet at a check, the learner gets a token (averaged to 2 minutes). |
| What are (3) Three things that can Adjust the Continuity Helps Keep Learners Motivated without Alternating the Schedule Itself? | (1) Magnitude, (2) Intensity, and (3) Variety |
| Magnitude (Definition) | (How Much/How Long) is used to change the quantity of reinforcement. Amount of Reinforcement |
| Magnitude (Example) | You're training a client to complete toothbrushing independently. Instead of the typical 30 seconds of music, you provide the learner 2 minutes of music to enhance the magnitude. |
| Intensity (Definition) | (Quality/Enthusiasm/Richness) is used to adjust the quality of reinforcement. Strength of Reinforcement |
| Intensity (Example) | Instead of saying only a "good job," you say, "That was awesome waiting," and give them a high-five and lively 20-second chase game. |
| Variety (Definition) | (Choice/Rotation/Novelty) is used to rotate different reinforcers to prevent satiation. Prevents Satiation. |
| Variety (Example) | The token exchange menu includes mini-races, drawing time, bubbles, and music. You change the menu every week and let the learner choose after each earning. |
| Implement Positive and Negative Reinforcement Procedures along a Continuum of Dimensions: Common Pitfalls | Reinforcing non-target behaviors "just to keep them happy." Thinning too quickly, causing ratio strain, and drops in responding. |
| Differences between Immediate Delivery and Contingent Delivery | Immediate delivery is reinforced right after the task. Contingent delivery is used only for the defined target. |
| Differences between Fixed Ratio (FR) and Variable Ratio (VR) | FR schedule is good for building rate. VR schedule is strong for durable responding. |
| What does Fixed Interverbal (FI) and Variable Interverbal (VI) Share Similar? | FI/VI schedule ties reinforcement to time checks. |
| Conditioned Reinforcer (Definition) | A stimulus that get its value from pairing with other reinforcers. |
| Conditioned Reinforcer (Examples) | Praise, Tokens, and Thumbs-up. |
| In Practice, an RBT First Identifies Strong Preferred Items or Activities from the Learner, | Then pairs these activities with the chosen social cue or token. After a successful pairing, the conditioned reinforcers become significant to the learner and motivate them to pursue larger rewards. |
| Simultaneous Pairing (Definition) | Delivering your praise or token at the same time with the primary reinforcer. |
| How can you Use Praise and Cues while Thinning Reinforcement? | Use lively, behavior-specific praise with reinforcement. Once the cue maintains responding, slightly thin the primary reinforcement while keeping the cue or token consistent. |
| Token Economy (Defiition) | In which a desired behavior is reinforced by offering tokens that can be exchanged for special foods, television time, passes, or other rewards. |
| How do you Use Tokens Effectively in a Token Economy? | Explain the exchange rate (.g., 5 tokens = 2 min of music). Give tokens immediately with praise for target responses and re-pair them with backup reinforcers throughout the day to keep their value strong. |
| How can Conditioned Reinforcers Help Thin Primary Reinfrocement? | Pair praise with the primary item (e.g., bubbles). After pairing, continue praise every time but give the primary item less often (e.g., every few trials) while praise maintains the behavior. |
| Implement Procedures to Establish and Use Conditioned Reinforcers: Common Pitfalls | Dropping the primary reinforcer too fast before the conditioned reinforcer has value. Using generic praise instead of behavior-specific praise. |
| Implement Procedures to Establish and Use Conditioned Reinforcers: Exam Tips | Pair simultaneously with praise and the item, rather than praise long before or after. |
| Discrete-Trial Teaching (DTT) (Defintion) | A structured teaching method that breaks skills into small, teachable units presented in repeated trials to create a consistent sequence. |
| What is the Consistent Sequence of Discrete-Trial Teaching (DTT)? | Discriminative Stimulus (SD) -> Prompt -> Response -> Consequence -> Quick Data -> Generalization |
| Consistent Sequence of Discrete-Trial Teaching (DTT) Discriminative Stimulus (SD) (Definition) | The signal that a certain behavior will be reinforced in the moment. |
| Consistent Sequence of Discrete-Trial Teaching (DTT) Discriminative Stimulus (SD) (Example) | You place three colored cards red, blue, yellow, on table say, "Touch red." |
| Consistent Sequence of Discrete-Trial Teaching (DTT) Prompt (Definition) | Any additional help provided to increase the chance of the correct response, such as a model, gesture, verbal cue, or physical guidance. |
| Consistent Sequence of Discrete-Trial Teaching (DTT) Prompt (Example) | Immediately give a light gestural prompt by pointing near the red card. |
| Consistent Sequence of Discrete-Trial Teaching (DTT) Response (Definition) | Any observable (voluntary or involuntary) behavior exhibited by an individual. They are measured by frequency, duration, and intensity. |
| Consistent Sequence of Discrete-Trial Teaching (DTT) Response (Example) | The learner touches the red card after (R)BT/BCBA provided the Discriminative Stimulus (SD). |
| Consistent Sequence of Discrete-Trial Teaching (DTT) Consequence (Definition) | An event that follows a behavior and influence its future |
| Consistent Sequence of Discrete-Trial Teaching (DTT) Data (Definition) | Observations or measurements, usually quantified and obtained in the course of research. |
| Consistent Sequence of Discrete-Trial Teaching (DTT) Data (Example) | You Mark a "+" for the correct response. |
| Consistent Sequence of Discrete-Trial Teaching (DTT) Generalized (Defintion) | A learned behavior occurs beyond specific conditions under which it was originally acquired. A behavior is considered generalized when it appears reliable across different people, materials, context, or times without needing to be retaught. |
| Consistent Sequence of Discrete-Trial Teaching (DTT) Generalized (Example) | You use other new red items such as a red block or a red cup and ask "Show me red." |
| Consistent Sequence of Discrete-Trial Teaching (DTT) Sequence | Use concise, consistent SDs to give instructions. Deliver prompts immediately if needed. Ensure the learner responds. Reinforce correct responses quickly. Record accurate data. When accuracy is stable, vary materials and people to promote generalization. |
| Implement Discrete--Trial Teaching Procedures (DTT): Common Pitfalls | Wordy SDs and inconsistent prompts. Skipping re-presentation after an error. |
| Implement Discrete--Trial Teaching Procedures (DTT): Exam Tips | Prompt and reinforce immediately and consistently across trails. For errors, look for prompted correction, then a new opportunity, not punishment. |
| Natural Environment Teaching (NET): Definition | A teaching method used during play and daily routines that follows the learner's motivation, sets a clear cue, and delivers the natural outcome immediately. |
| When is Natural Environmental Teaching (NET) used? | During play and everyday routines when natural motivation is present. |
| What should you Watch for before Teaching in Natural Environmental Teaching (NET)? | What the learner wants or is motivated by. |
| What are the Basic Steps in Natural Environmental Teaching (NET)? | Notice motivation, give a clear cue, and deliver the natural imediately. |
| Why Move Quickly to the Next Preferred Activity in Natural Environmental Teaching (NET)? | To keep motivation high and maintain engagement. |
| How does Natural Environmental Teaching (NET) use Motivation? | It builds teaching opportunities from the learner's current interests instead of removing them from preferred activities. |
| How should Natural Environmental Teaching (NET) Interactions be Delivered? | Brief, Upbeat, and Engaging. |
| Why vary people, materials, and settings in Natural Environmental Teaching (NET)? | To help skills generalize across different situations. |
| How is Data Collected during Natural Environmental Teaching (NET)? | Quickly and in the moment during natural interactions. |
| What Happens to Prompts as the Learner Improves? | Prompts are gradually faded so the learner performs the skill independently. |
| What is the Goal of Fading Prompts in Natural Environmental Teaching (NET)? | To help the skill transfer and be used independently in different situations. |
| Natural Environmental Teaching (NET): Example | The learner reaches for blocks. You pause and say, "Blocks?" If needed, you model "blocks." When the learner says "blocks," you immediately give the blocks and say, "Nice asking for blocks!" |
| Incidental Teaching (Definition) | A form of Naturalistic Teaching where the teacher waits for the learner to show interest and then teaches in that moment. |
| When does Incidental Teaching Begin? | When the learner initiates interest in an item or activity. |
| How do you Prepare the Environment for Incidental Training? | Arrange materials so the learner is likely to initiate, such as keeping desired items visible but out of reach. |
| What should you do when the Learner Shows Interest? | Use that moment to prompt communication or a skill before giving the item. |
| What Consequences is Delivered in Incidental Teaching? | Exactly what the learner requested or wanted. |
| Why is Incidental Teaching Powerful? | The learner receives the exact item they wanted, making the learning natural and motivating. |
| How do Prompts Work in Incidental Teaching Traials? | Prompts can encourage a slightly more advanced response from the learner. |
| How are Expectations Changed over time in Incidental Teaching? | Expectations are gradually increased while keeping success frequent. |
| How do you Keep Frustration Low in Incidental Training? | Provide quick help and ensure frequent success. |
| Where is Incidental Teaching Commonly Used? | In natural routines at home and school. |
| Incidental Teaching (Example) | Cookie jar is visible but out of reach. Learner points; you prompt “cookie.” Learner says it, you give a cookie with praise. Next trial prompt “I want a cookie,” then deliver it immediately. Keep it brief, upbeat, and raise expectations gradually. |
| Implement Naturalistic Teaching Procedures: Common Pitfalls | Failing to Deliver Natural Reinforcement tied to the act (giving chips for asking for bubbles). |
| Implement Naturalistic Teaching Procedures: Exam Tip | Look for embedding goals inside daily routines, not pulling the learner away to a table for every trial. |
| Chaining (Definition) | Teaching the steps a task analysis in a specific sequence so the learner can complete the whole skill independently. |
| Task Analysis (Defiition) | Breaking down a hard skill into teachable steps. |
| Name the (3) Types of Chaining | (1) Forward, (2) Backwards, and (3) Total Task Based. |
| How should the Chaining be based Upon? | Learner's Needs and Prompt Levels |
| Forward Chaining (Definition) | You start with step 1 to independence, then add step 2, and so on. It's good when early steps are easy motivating. |
| Forward Chaining (Example) | Toothbrushing TA: get brush, wet, brush, toothpaste, rinse, put away. Cue “brush teeth.” Learner does step 1 independently (reinforce), prompt the rest. Gradually increase independent steps (1–2, 1–3, etc.) until the full chain is independent. |
| Backward Chaining (Definition) | You prompt all but the last step. When the learner completes the final step independently, you offer reinforcement. It works great for strong "completion" reinforcement. |
| Backward Chaining (Example) | Backward chaining (toothbrushing): Prompt steps 1–5; learner completes step 6 (put brush away) independently and is reinforced. When reliable, prompt 1–4 and have learner do 5–6. Keep moving backward so reinforcement occurs at the routine’s end. |
| Total Task (Definition) | You run the whole chain each trial and prompt where needed and fade across steps. |
| Total Task (Example) | Run the full chain each trial. Provide the least needed prompt at each step and fade over time. Reinforce after all steps are completed. Gradually remove prompts until the entire routine is independent. |
| Implement Task Analyzed Chaining Procedures: Common Pitfalls | Teaching the steps in a different order than outlined in the task analysis. Giving the same heavy prompt across all steps rather than fading. |
| Implement Task Analyzed Chaining Procedures: Exam Tips | Backward Chain = Reinforce Completion Forward Chain = Build from start Total Task = Support any step as needed each trial |
| Discrimination Training (Defiition) | Teaching the learner to response to a specific cue (SD) by reinforcing the correct response. |
| What should happen once Discrimination Training Accuracy Stabilizes? | Fading any prompt supports, increasing complexity (e.g., move from "touch dog" to "touch dog with stripes"), and rotating item positions. Probe with new materials and people so learner is reponding to the concept than memorizing a pattern. |
| Discrimination Training (Example) | Show dog, cat, bed. Say “Find bed.” If wrong, withhold reinforcement and point/label to bed. New trial with shuffled positions. Correct response earns praise and toy. Later use a real bed photo to check generalization. |
| Implement Discrimination Training: Common Pitfalls | Reinforcing guesses or near-misses. Keeping stimulus prompts in place too long, or failing to rotate the array could create position bias. |
| Implement Discrimination Training: Exam Tips | Differential Reinforcement: correct receives reinforcement while incorrect does not. After a prompted correction, apply a new trial to test independent responding. |
| Prompts (Definition) and why Fade them? | Prompts are hints helping learners respond correctly when a skill is new. Fade them so natural SD controls and learnesr don't become prompt-dependent. |
| Response Prompts (Definition) | (Prompt) Guide the learner's action. |
| Response Prompts (Example) | Verbal, Model, Gestural, or Physical (pointing, demonstrating, light touch). |
| Stimulus Response (Definition) | (Prompt) Change features of materials to highlight the correct response. |
| Stimulus Response (Example) | Position, Size, and Color. These cues are gradually removed. |
| Why Plan Prompt Fading in Advance? | When prompts will be reduced, (e.g., after 3 independent trials), so removal is systematic and independence is increases. |
| What are the (5) Five most Common Fading Strategies? | (1) Errorless Teaching, (2) Time Delay, (3) least-to-most, (4) most-to-least, and (5) Stimulus Fading |
| Errorless Teaching (Definition) | Provide an immediate strong prompt to prevent errors, then gradually weaken it across trials to ensure correct responding from the start. |
| Errorless Teaching (Example) | SD "Touch circle." You immediately point to the "circle," so the learner is correct on the first trials. Over sessions, you point become smaller and then disappears. |
| Time Delay (Defintion) | A brief delay between SD and the prompt. Delay is lengthened over time to allow independent responding. |
| Time Delay (Example) | SD: "What's this?" (picture of dog). Trial 1: you immediately model "dog" with no delay. Trial 2: you wait for 2 seconds and see if the learner says "dog" independently. |
| Least-to-Most (Definition) | You start with the lightest prompt and increase only if needed. |
| Least-to-Most (Example) | SD: "Open the lunchbox." First you give a gesture toward the latch. If there's no response, model opening. If there's still no response, give a patrial physical prompt. |
| Most-to-Least (Definition) | Begin with the strongest prompt to ensure success and then gradually reduce the prompts as accuracy improves. |
| Most-to-Least (Example) | SD: "Zip your coat." You start with a hand-over-hand guide for zipping, then use a partial physical prompt in the next trial, followed by a model prompt, and finally just a gesture. |
| Stimulus Fading (Definition) | Gradually removing extra stimulus cues (size/position/color) so the natural SD controls responding. |
| Stimulus Fading (Example) | Teaching "hat" from an array of pictures where "hat" is initially highlighted in a larger-sized picture. Over trials, lighten the highlight, reduce size differences, and finally present equal, shuffeld images. |
| Prompting and Fading Procedures: Common Pitfalls | Failing to fade would cause prompt dependency. |
| What Fading Strategies to Use when Errors are too Costly? | Errorless or Time Delay |
| What Fading Strategies to Use when Early Learners who can be Frustrated by Errors and for whom Confidence is more Important than Speed? | Errorless Teaching |
| What Fading Strategies to Use when Independence is Emerging? | Least-to-Most |
| What Fading Strategies to Use when you have Brand-New Skills and you Plan to Fade support Quickly? | Most-to-Least |
| Implement Generalization Procedures Generalization (Definition) | Learners apply skills beyond teaching context- to new people, materials, and settings. It's planned intentionally, not accidental, to ensure concepts drive behavior. |
| Implement Generalization | Vary instructors, settings, and materials. Keep reinforcement available initially. Fade supports as independence holds so the skill occurs across contexts. |
| What are (2) Two Things you should Plan while Implementing Generalization? | Multiple Exemplars and Train Loosely |
| Multiple Exemplars (Defintion) | Teach a skill using different examples of the same concept. |
| Multiple Exemplars (Example) | For "Cup," using a drawing, photo, real cup, sippy, and paper cup in varied rooms and activities. |
| Training Loosely (Definition) | Delivers instructions in varied, less rigid ways so the learner responds to the concept, not exact materials, table, or voice. Supports generalization. |
| Mediating Stimuli (Definiton) | Simple Cues that help the learner recognize the concept anywhere. |
| Mediating Stimuli (Example) | A visual for "cup" used across rooms help response transfer. |
| Generalizing A Greeting (Example) | Student learned "hello" at the door. Generalize: Greet peer in corridor, caregiver, at home, teacher at school. Accept "Hi," "Morning," or wave. Praise immediately; fade prompts after repated success. |
| Implement Generalization Procedures: Common Pitfalls | Testing generalization without teaching for it. |
| Implement Generalization Procedures: Exam Tips | Generalization is planned, not "hope it happens later." The varation of people, setting, and stimuli is set on purpose. |
| Maintenance vs Acquisition Procedures Acquisition (Definition) | The process of learning a new skill. |
| Maintenance vs Acquisition Procedures Acquisition -- What is Happening? | Skills are still in acquisition if performance is below mastery, prompts are frequent, accuracy is inconsistent, or generalization is limited. Teaching uses dense reinforcement, clear SDs, active prompts, and planned fading. |
| Maintenance vs Acquisition Procedures: Maintenance (Definition) | The persistence of a learned skill over time. |
| Maintenance vs Acquisition Procedures Maintenance -- What is Happening? | Skills are maintained with thinner, intermittent reinforcement, less practice, and daily integration. Signs include high independent performance, durable responding, stable generalization, and fluent skill use without prompts. |
| Maintenance vs Acquisition Procedures Skill Transition Acquisition to Maintenance | If independence stays stable across time and situations, the skills is shifting to maintenance. Gradually thin reinforcement, broaden generalization, and return to denser support if independence drops. |
| Maintenance vs Acquisition Procedures Independence Drops during Maintenance | Briefly return to denser reinforcement or add prompts to regain stability, then gradually thin again once independent perforamnce is restored. |
| Maintenance vs Acquisition Procedures: Common Pitfalls | Thinning reinforcement before independence is stable. Forgetting the previously mastered skills during probing can lead to the skill fading. |
| Maintenance vs Acquisition Procedures: Exam Tips | If prompts and dense reinforcement are still needed , it's acquisition. If the plan says "probe weekly, intermittent reinforcement," it's maintenance. |
| Implement Shaping Procedures Shaping (Defiinition) | A methodical approach to developing a new behavior by encouraging incremental steps toward a defined end goal. |
| Implement Shaping Procedures Implement Shaping | Plan the terminal behavior and small milestones. Reinforce the closet approximation, withhold earlier forms, deliver immediate praise and reinforcer, and change only one criterion at a time. |
| Implement Shaping Procedures Shaping a Vocal Response (Example) | Teaching "thank you": reinforce any vocalization -> "tha" -> "thank" -> "thank you." Raise the criterion step by step, reinforcing only the current approximation until goal is reached. |
| Implement Shaping Procedures: Common Pitfalls | Reinforcing the old approximation after the new one appears. Skipping the task analysis of approximations. |
| Implement Shaping Procedures: Exam Tips | Shaping means reinforcing closer approximation, not random attempts. Expect a series of small criterion shifts, not a big jump. |
| Implement Token Economies Token Economy (Definition) | A token economy uses generalized conditioned reinforcers (tokens, points, and stickers) earned after target behaviors and later exchanged for backup items or activities. |
| Implement Token Economies Running an Effective Token Economy | Make rules clear and visible. Post earn criteria and exchange rates. Deliver tokens immediately with behaviors-specific praise and provide predictable exchange opportunities. |
| Implement Token Economies Starting Reinforcement Schedules and Change in a Token Economy | Start with a dense reinforcement (often FR1) while teaching the system. Gradually thin (e.g., FR2 or VR) as understanding and independence increase. |
| Implement Token Economies Keeping Motivation for Token Economy | Offer choice and variety in backup reinforcers, rotate items regularly, and always honor exchanges exactly as posted to keep meaningful. |
| Implement Token Economies Token Economy for On-Task Behavior | Learner earns 1 star for each 2 minute on-task block with praise. Menu: 5 stars = scooter, 3 = choose game, 2 = music. Exchange occur every 10 mininute work cycle and at session end. |
| Implement Token Economies Changes after Success in a Token Economy | Thin reinforcement (e.g., FR1 ->FR2), rotate backup items, keep the token system available across settings, and track stars and exchanges so the team can adjust if motivation drops. |
| Implement Token Economies: Common Pitfalls | Confusing or hidden exchange rules. Never rotating backup reinforcers may cause satiation. |
| Implement Token Economies: Exam Tips | Reinforcement should be predictable, expect a visible menu and exchange rate. |
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