Differential Reinforcement in ABA

Summary: This page explains differential reinforcement procedures used in ABA to reduce problem behaviors while teaching appropriate alternatives. You’ll learn about the four main types (DRA, DRI, DRO, and DRL), when to use each type, implementation strategies, and common challenges. These positive approaches focus on teaching and strengthening desirable behaviors rather than simply eliminating problem behaviors.

Differential reinforcement is a positive approach to behavior reduction that involves reinforcing appropriate behaviors while withholding reinforcement for challenging behaviors. These procedures are fundamental to ABA practice because they focus on teaching and strengthening desirable behaviors rather than simply eliminating problem behaviors. As an RBT, you’ll implement differential reinforcement procedures as part of comprehensive behavior intervention plans.

Understanding Differential Reinforcement

Differential reinforcement involves two key components:

1. Reinforcement of target behavior: Providing reinforcement when appropriate behaviors occur
2. Withholding reinforcement for problem behavior: Ensuring challenging behaviors do not result in reinforcement

This dual approach creates a clear contingency that increases desirable behaviors while decreasing challenging behaviors.

Types of Differential Reinforcement

There are several variations of differential reinforcement, each with specific applications and procedures.

1. Differential Reinforcement of Alternative Behavior (DRA)

DRA involves reinforcing a specific behavior that serves as an acceptable alternative to the challenging behavior.

Key Features:

• Functional equivalence: Alternative behavior serves same function as problem behavior
• Incompatible responses: Cannot perform both behaviors simultaneously
• Specific reinforcement: Reinforcement delivered for clearly defined alternative
• Function-based: Alternative provides same outcome as problem behavior
• Direct replacement: Creates substitute behavior for specific situations

Implementation Steps:

1. Identify function: Determine why challenging behavior occurs
2. Select alternative: Choose appropriate replacement behavior
3. Teach alternative: Explicitly instruct and model the replacement
4. Reinforce alternative: Provide reinforcement when alternative occurs
5. Withhold reinforcement: Ensure challenging behavior is not reinforced
6. Monitor progress: Track rates of both behaviors
7. Adjust as needed: Modify reinforcement or teaching based on data

Example:

For a child who screams to get attention:

• Function: Access to attention
• Alternative behavior: Raising hand or saying “Excuse me”
• Teaching: Model and practice appropriate attention-seeking
• Reinforcement: Provide immediate attention for raising hand/saying “Excuse me”
• Extinction: Withhold attention for screaming
• Data collection: Track frequency of appropriate requests vs. screaming
• Adjustment: Increase teaching if progress is slow

2. Differential Reinforcement of Incompatible Behavior (DRI)

DRI involves reinforcing a behavior that is physically incompatible with the challenging behavior, making it impossible to engage in both simultaneously.

Key Features:

• Physical incompatibility: Cannot physically perform both behaviors at once
• Natural prevention: Incompatible behavior blocks problem behavior
• Often simpler: May be easier to implement than other variations
• Clear discrimination: Easy to identify when target behavior occurs
• Physical intervention: Addresses the topography of behavior

Implementation Steps:

1. Identify challenging behavior: Define specific topography
2. Select incompatible behavior: Choose behavior that cannot occur simultaneously
3. Teach incompatible behavior: Provide instruction and practice
4. Reinforce incompatible behavior: Deliver reinforcement when it occurs
5. Withhold reinforcement: Ensure challenging behavior is not reinforced
6. Monitor both behaviors: Track rates of occurrence
7. Adjust reinforcement: Modify schedule based on response

Example:

For a child who engages in hand-flapping:

• Challenging behavior: Rapid hand-flapping
• Incompatible behavior: Hands in pockets or holding an object
• Teaching: Practice keeping hands in pockets or holding items
• Reinforcement: Reinforce when hands are in pockets/holding objects
• Extinction: No reinforcement for hand-flapping
• Data collection: Track duration of hands in pockets vs. hand-flapping
• Adjustment: Increase reinforcement if needed

3. Differential Reinforcement of Other Behavior (DRO)

DRO involves reinforcing the absence of the challenging behavior during a specified interval.

Key Features:

• Whole interval requirement: No problem behavior during entire interval
• Any other behavior accepted: No specific alternative required
• Interval-based reinforcement: Reinforcement delivered after clean intervals
• Progressive intervals: Typically start short and gradually extend
• Reset contingency: Problem behavior resets interval timer

Implementation Steps:

1. Define challenging behavior: Clearly specify what constitutes the behavior
2. Set initial interval: Determine appropriate starting interval length
3. Explain contingency: Clarify expectations for reinforcement
4. Start timer: Begin interval measurement
5. Deliver reinforcement: Provide reinforcer if no problem behavior during interval
6. Reset if necessary: Restart interval if problem behavior occurs
7. Gradually extend: Increase interval length as success is demonstrated

Example:

For a student who calls out in class:

• Challenging behavior: Speaking without raising hand
• Initial interval: 2 minutes without calling out
• Explanation: “You’ll earn a token for every 2 minutes without calling out”
• Implementation: Start timer, reset if calling out occurs
• Reinforcement: Provide token after each successful interval
• Progression: Gradually increase to 5, then 10, then 15 minutes
• Data collection: Track number of successful intervals and resets

4. Differential Reinforcement of Low Rates of Behavior (DRL)

DRL involves reinforcing when the challenging behavior occurs at or below a specified level, used for behaviors that should be reduced but not eliminated.

Types of DRL:

1. Full-session DRL: Reinforcement provided if behavior occurs below criterion during entire session
2. Interval DRL: Reinforcement for each interval with behavior below criterion
3. Spaced-responding DRL: Reinforcement when behavior occurs with minimum time between instances

Implementation Steps for Full-session DRL:

1. Define behavior: Clearly specify the target behavior
2. Establish baseline: Determine current rate of behavior
3. Set initial criterion: Set slightly below baseline level
4. Explain contingency: Clarify expectations for reinforcement
5. Monitor throughout session: Track occurrences during session
6. Deliver reinforcement: Provide reinforcer if criterion is met
7. Gradually decrease criterion: Reduce acceptable level as success is demonstrated

Example:

For a student who asks repetitive questions:

• Behavior: Asking the same question multiple times
• Baseline: Currently asks 15 questions per hour
• Initial criterion: Reinforcement for 12 or fewer questions per hour
• Explanation: “If you ask 12 or fewer questions this hour, you’ll earn computer time”
• Monitoring: Track question frequency during hour
• Reinforcement: Provide computer time if criterion met
• Progression: Gradually reduce to 10, then 8, then 5 questions per hour

5. Differential Reinforcement of Diminishing Rates (DRDR)

DRDR involves gradually decreasing the criterion for reinforcement as the behavior improves.

Key Features:

• Progressive improvement: Criterion changes based on performance
• Individualized pacing: Adjustments made based on learner’s progress
• Systematic fading: Gradual reduction in acceptable rates
• Data-based decisions: Changes made based on performance data
• Flexible application: Can be applied to various behaviors

Implementation Steps:

1. Establish baseline: Determine current rate of behavior
2. Set initial criterion: Start slightly below baseline
3. Reinforce success: Provide reinforcement when criterion is met
4. Evaluate performance: Review data after predetermined period
5. Adjust criterion: Decrease acceptable rate if successful
6. Continue process: Repeat evaluation and adjustment
7. Set terminal goal: Determine final acceptable rate

Example:

For a client who interrupts conversations:

• Baseline: Currently interrupts 20 times per hour
• Week 1 criterion: 18 or fewer interruptions per hour
• Week 2 criterion: 15 or fewer interruptions per hour
• Week 3 criterion: 12 or fewer interruptions per hour
• Week 4 criterion: 8 or fewer interruptions per hour
• Week 5 criterion: 5 or fewer interruptions per hour
• Terminal goal: 2 or fewer interruptions per hour

6. Differential Reinforcement of High Rates of Behavior (DRH)

DRH involves reinforcing when appropriate behavior occurs at or above a specified level, used for increasing desirable behaviors while indirectly reducing problem behaviors.

Key Features:

• Focus on increasing: Emphasizes building positive behaviors
• Indirect reduction: Problem behaviors decrease as alternatives increase
• Rate-based reinforcement: Reinforcement contingent on frequency
• Progressive expectations: Criteria typically increase over time
• Positive approach: Emphasizes what to do rather than what not to do

Implementation Steps:

1. Define target behavior: Clearly specify the behavior to increase
2. Establish baseline: Determine current rate of behavior
3. Set initial criterion: Set slightly above baseline level
4. Explain contingency: Clarify expectations for reinforcement
5. Monitor throughout session: Track occurrences during session
6. Deliver reinforcement: Provide reinforcer if criterion is met
7. Gradually increase criterion: Raise expected level as success is demonstrated

Example:

For a student who rarely participates in class:

• Target behavior: Raising hand to answer questions
• Baseline: Currently raises hand 2 times per class
• Initial criterion: Reinforcement for 3 or more hand raises per class
• Explanation: “If you raise your hand at least 3 times today, you’ll earn 5 minutes of free time”
• Monitoring: Track hand raising during class
• Reinforcement: Provide free time if criterion met
• Progression: Gradually increase to 5, then 7, then 10 hand raises per class

Selecting the Appropriate Differential Reinforcement Procedure

The choice of differential reinforcement procedure depends on several factors:

1. Behavior Characteristics

• Function: What purpose does the challenging behavior serve?
• Topography: What does the behavior look like?
• Frequency: How often does the behavior occur?
• Intensity: How severe is the behavior?
• Duration: How long does the behavior last?

2. Goal of Intervention

• Elimination: Is the goal to completely eliminate the behavior?
• Reduction: Is the goal to reduce but not eliminate the behavior?
• Replacement: Is the goal to replace with a specific alternative?
• Skill building: Is the goal to teach new appropriate behaviors?
• Maintenance: Is the goal to maintain improvements over time?

3. Individual Characteristics

• Cognitive level: Can the individual understand the contingency?
• Communication skills: How does the individual communicate?
• Learning history: What has been effective previously?
• Preferences: What motivates the individual?
• Tolerance for delay: Can the individual wait for reinforcement?

4. Practical Considerations

• Implementation complexity: How difficult is the procedure to implement?
• Resource requirements: What staff, time, and materials are needed?
• Data collection feasibility: How will progress be measured?
• Setting constraints: What works in the intervention environment?
• Consistency potential: Can the procedure be implemented consistently?

Procedure Selection Guide

Procedure	Best For	When to Use	Considerations
DRA	Behaviors with clear function	When specific replacement is needed	Requires teaching alternative
DRI	Behaviors with distinct topography	When physical prevention is helpful	Must be truly incompatible
DRO	High-frequency behaviors	When no specific alternative is identified	Can be difficult to implement
DRL	Behaviors to reduce but not eliminate	When behavior is appropriate at low rates	Requires careful criterion setting
DRDR	Gradually reducing behaviors	When systematic fading is needed	Requires ongoing data analysis
DRH	Building alternative behaviors	When increasing positive behaviors is priority	Indirectly affects problem behavior

Implementation Guidelines

Preparing for Implementation

1. Conduct FBA: Identify function of challenging behavior
2. Select procedure: Choose appropriate differential reinforcement type
3. Identify reinforcers: Determine effective reinforcers
4. Establish baseline: Measure current behavior levels
5. Set criteria: Determine initial reinforcement criteria
6. Create data system: Develop method for tracking progress
7. Train implementers: Ensure consistent application

During Implementation

1. Explain contingency: Ensure learner understands expectations
2. Implement consistently: Apply procedure as designed
3. Provide reinforcement: Deliver reinforcement according to schedule
4. Collect data: Track target and problem behaviors
5. Monitor implementation: Ensure procedure is followed correctly
6. Adjust as needed: Modify based on response
7. Combine with other strategies: Use with antecedent interventions and extinction

Common Challenges and Solutions

Challenge: Slow Progress

Solutions:

• Review reinforcer effectiveness
• Check implementation fidelity
• Adjust criteria to ensure success
• Increase teaching of alternative behaviors
• Consider combining with other interventions

Challenge: Extinction Burst

Solutions:

• Prepare team for temporary increase in behavior
• Ensure consistent implementation during burst
• Provide additional support during difficult periods
• Maintain procedure despite escalation
• Document burst as expected part of process

Challenge: Inconsistent Implementation

Solutions:

• Simplify procedure if needed
• Provide additional staff training
• Create implementation checklists
• Conduct fidelity checks
• Use visual reminders of procedure

Challenge: Reinforcer Satiation

Solutions:

• Identify multiple reinforcers
• Rotate reinforcers regularly
• Use varied reinforcement
• Pair social with tangible reinforcers
• Conduct preference assessments regularly

Ethical Considerations

Reinforcement vs. Bribery

• Reinforcement: Delivered after behavior occurs
• Bribery: Offered before behavior to induce compliance
• Ethical practice: Maintain reinforcement contingencies
• Clear contingencies: Establish expectations beforehand
• Consistent application: Apply procedures fairly and consistently

Least Restrictive Intervention

• Hierarchy of interventions: Try less restrictive first
• Positive approach: Focus on teaching rather than suppression
• Individualized planning: Match to specific needs
• Ongoing evaluation: Adjust to least restrictive effective option
• Goal of independence: Work toward natural contingencies

Dignity and Respect

• Age-appropriate procedures: Match to developmental level
• Socially valid goals: Target meaningful outcomes
• Privacy considerations: Implement discreetly when possible
• Client involvement: Include in planning when appropriate
• Cultural sensitivity: Respect cultural values and practices

Data Collection and Evaluation

Types of Data to Collect

• Frequency: Count occurrences of target and problem behaviors
• Duration: Measure length of behavioral episodes
• Latency: Record time between opportunity and response
• Intensity: Rate severity of behavior when it occurs
• ABC data: Document antecedents and consequences
• Reinforcer delivery: Track when reinforcement is provided
• Criterion changes: Document changes in reinforcement criteria

Evaluating Effectiveness

• Visual analysis: Graph data to identify trends
• Level changes: Compare pre- and post-intervention levels
• Trend analysis: Examine direction of change over time
• Variability assessment: Consider consistency of response
• Goal comparison: Evaluate against predetermined criteria
• Social validity: Assess practical significance of changes
• Maintenance probes: Check for continued improvement

Practice Example

An RBT is working with a 10-year-old client who frequently calls out answers in class without raising his hand. Functional assessment indicates the behavior is maintained by teacher attention.

Question: Which differential reinforcement procedure would be most appropriate, and how should it be implemented?

Solution: Differential Reinforcement of Alternative Behavior (DRA) would be most appropriate because:

1. The function is clearly identified (attention)
2. A specific alternative behavior exists (raising hand)
3. The alternative serves the same function as the problem behavior
4. The behavior needs to be eliminated rather than just reduced
5. The client has the skills to perform the alternative behavior

Implementation Plan:

1. Define behaviors:

   • Problem behavior: Calling out answers without raising hand
   • Alternative behavior: Raising hand and waiting to be called on

2. Establish baseline:

   • Collect data on frequency of calling out and hand raising
   • Document teacher attention following each behavior

3. Set up reinforcement system:

   • Ensure teacher attention follows hand raising
   • Teacher calls on student promptly when hand is raised
   • Teacher provides specific praise for appropriate participation
   • Teacher ignores calling out (extinction component)

4. Teach alternative:

   • Explicitly teach hand raising procedure
   • Practice during role-play situations
   • Provide visual reminders on desk
   • Review expectations before class

5. Data collection:

   • Track frequency of calling out vs. hand raising
   • Monitor teacher implementation of contingencies
   • Document latency between hand raising and teacher response

6. Evaluation and adjustment:

   • Review data weekly
   • Increase reinforcement if progress is slow
   • Fade artificial reinforcers as natural reinforcement takes over
   • Gradually extend time student must wait with hand raised

This approach directly addresses the function of the behavior while teaching a socially appropriate alternative that will be naturally reinforced in the classroom environment.

Key Points to Remember

• Differential reinforcement focuses on increasing appropriate behaviors while decreasing challenging behaviors
• DRA reinforces a functional alternative to the challenging behavior
• DRI reinforces a behavior physically incompatible with the challenging behavior
• DRO reinforces the absence of challenging behavior during specified intervals
• DRL reinforces when challenging behavior occurs below a specified level
• DRDR involves systematically decreasing the criterion for reinforcement
• DRH reinforces high rates of appropriate behavior
• Selection of procedure depends on behavior characteristics, goals, and practical considerations
• Effective implementation requires consistent application and data collection
• Differential reinforcement should be combined with extinction of challenging behavior
• The goal is to transition to natural reinforcement contingencies over time