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Use when selecting and implementing differential reinforcement procedures (DRA, DRI, DRO, DRL, DRH) to increase desirable behavior or decrease problem behavior, setting reinforcement parameters, or planning schedule thinning for DR-based interventions.
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| name | differential-reinforcement |
| description | Use when selecting and implementing differential reinforcement procedures (DRA, DRI, DRO, DRL, DRH) to increase desirable behavior or decrease problem behavior, setting reinforcement parameters, or planning schedule thinning for DR-based interventions. |
Differential reinforcement (DR) procedures are a family of interventions that systematically reinforce one class of behavior while withholding reinforcement for another. DR procedures are among the most versatile tools in applied behavior analysis — they can be used to increase desirable behavior, decrease problem behavior, or both simultaneously. They are generally categorized as reinforcement-based approaches and are preferred over punishment procedures when clinically effective.
Reinforce a specific desirable alternative behavior while withholding reinforcement (extinction) for the target problem behavior. The alternative behavior should ideally serve the same function as the problem behavior.
A student raises their hand instead of calling out. Calling out previously produced teacher attention (attention function). Now, hand-raising produces teacher attention; calling out is placed on extinction for attention.
FCT is the most common form of DRA. The alternative behavior is a communication response that accesses the same reinforcer as the problem behavior. FCT is DRA with a communicative alternative.
A specific form of DRA where the reinforced behavior is physically incompatible with the target problem behavior — the two behaviors cannot occur simultaneously.
Same as DRA, with the additional constraint that the selected behavior makes the problem behavior physically impossible.
DRI is preferred when a physically incompatible alternative exists and is contextually appropriate. DRI provides an additional layer of behavior reduction because the target behavior literally cannot co-occur with the reinforced behavior. However, DRI limits the pool of potential alternative behaviors to only those that are physically incompatible, which may not always include the most functional or desirable replacement.
Reinforce the absence of the target problem behavior for a specified time interval. Any behavior other than the target behavior is reinforced — the learner receives reinforcement if the problem behavior does not occur during the interval.
Momentary DRO (mDRO): At the end of each interval, the clinician checks whether the target behavior is occurring at that precise moment. If not occurring at the moment of observation, reinforcement is delivered. Easier to implement but less sensitive to behavior that occurs during the interval.
Whole-interval DRO (wDRO): The target behavior must be absent for the entire interval. If the behavior occurs at any point during the interval, reinforcement is withheld and the interval resets. More rigorous; produces greater behavior reduction.
Fixed DRO: Intervals are the same length throughout (e.g., DRO 3-min). Predictable; the learner may learn to "time" the intervals.
Variable DRO: Intervals vary around an average (e.g., DRO 3-min average, ranging from 1 to 5 min). Less predictable; often produces more stable behavior reduction.
Resetting DRO: If the target behavior occurs, the interval timer resets to zero. Reinforcement cannot be earned until a full interval passes without the behavior. More effective for behavior reduction.
Non-resetting (fixed-interval) DRO: The timer continues regardless of behavior occurrence. If the behavior is absent at the end of the interval, reinforcement is delivered. Less commonly used; weaker contingency.
Reinforce the target behavior when it occurs at or below a specified criterion rate. Used when the behavior is acceptable at low rates but problematic at high rates.
Full-session DRL: Reinforcement is delivered at the end of the session if the total count of the behavior is at or below the criterion. Example: If the student asks fewer than 5 questions during the class period, they earn the reinforcer.
Interval DRL: The session is divided into intervals. Reinforcement is delivered if no more than a specified number of responses occur per interval.
Spaced-responding DRL (IRT-DRL): Reinforcement is delivered for each response that occurs only after a minimum time has elapsed since the last response. This directly targets the interresponse time. Example: Raising hand is reinforced only if at least 5 minutes have passed since the last hand-raise.
Reinforce the target behavior when it occurs at or above a specified criterion rate. Used to increase a behavior that is already in the repertoire but occurs too infrequently.
Same logic as DRL but the criterion is above baseline. Reinforce when the behavior meets or exceeds the criterion, then raise the criterion.
| Clinical Goal | Recommended Procedure |
|---|---|
| Replace problem behavior with a specific alternative | DRA (or DRI if incompatible alternative exists) |
| Replace problem behavior with functional communication | FCT (a form of DRA) |
| Eliminate a behavior entirely | DRO + DRA (DRO reduces; DRA teaches replacement) |
| Reduce a behavior that is acceptable at lower rates | DRL |
| Increase a behavior that occurs too infrequently | DRH |
| Behavior reduction without extinction (when extinction is not possible) | DRA with enriched reinforcement for alternative (NCR may supplement) |
DR procedures are most effective when the problem behavior is simultaneously placed on extinction. Without extinction, the problem behavior continues to contact reinforcement and competes with the target behavior. When extinction is not possible (safety concerns, environmental constraints), DR procedures can still be effective but typically produce slower and less complete behavior change. In these cases, use the richest possible reinforcement schedule for the desired behavior to create a strong differential.
DR procedures are only as effective as their implementation. Common fidelity failures:
Train all implementers to criterion and conduct regular fidelity checks with direct observation.
Use when conducting systematic literature reviews of behavior analytic research, building search strategies, evaluating single-subject study quality, and synthesizing findings across ABA studies.
Use when administering, scoring, or interpreting the ABLLS-R — covers all 25 skill areas, 544 tasks, task-analyzed scoring, and linkage to individualized program development.
Use when writing behavior analytic manuscripts for journal publication, including APA formatting, JABA-style structure, precise behavioral language, and reporting single-subject research results.
Use when administering, scoring, or interpreting the AFLS — covers all six modules, functional living skill assessment across the lifespan, scoring procedures, and treatment goal linkage for adolescents and adults.
Use when designing proactive strategies to prevent problem behavior by modifying environmental events that precede behavior, including NCR, high-p sequences, visual supports, and demand fading.
Use when defining target behaviors operationally, selecting appropriate measurement procedures, and designing data collection systems for behavior analytic assessment and intervention.
