Common Properties of
Differential Reinforcement
• A target behavior performed in the
presence of a particular stimulus is
reinforced.
• The same behavior is not reinforced
(placed on extinction) if it is
performed in the absence of a
stimulus.
Differential Reinforcement of
Incompatible Behavior (DRI)
• DRI involves selecting and reinforcing a
behavior that is topographically
incompatible with the inappropriate.
• DRI is synonymous with the fair pair.
• A behavior is selected and reinforced that
cannot coexist with the inappropriate
behavior.
Differential Reinforcement of
Alternative Behavior (DRA)
• DRA is similar to DRI in that an alternative
to the inappropriate behavior is
reinforced.
• Unlike DRI, an alternative behavior is not
topographically incompatible with the
inappropriate behavior.
• DRA takes advantage of a functional
alternative.
Differential Reinforcement of
Other Behavior (DRO)
• DRO involves reinforcing a child for not
engaging in the inappropriate behavior.
• Only zero responding of the inappropriate
behavior is reinforced.
• DRO is called “omission training” because
a student is reinforced for the absence
rather than the presence of behavior.
Steps for Applying DRO
• An interval of time is set.
• Any appropriate behavior occurring at the
end of that interval is reinforced if the
target behavior was not emitted during the
interval.
• Any occurrence of the target behavior
causes a return to the beginning of the
interval
Considerations for Using DRO
• Because reinforcement is delivered if a student does not
perform the target behavior, teachers run the risk of
positively reinforcing a variety of other inappropriate
behavior.
• Teachers may create a “behavioral vacuum” for students
who do not possess a large repertoire of appropriate
behaviors because DRO reinforcers the absence of
behavior.
• DRO will only be effective if the reinforcer is as powerful as
the one the student naturally obtains from performing the
inappropriate behavior.
Differential Reinforcement of
Low Rates of Behavior (DRL)
• Unlike DRO which requires zero responding on
the target behavior, reinforcement is delivered
using DRL if the inappropriate behavior is at a
tolerable or desirable level.
• Reinforcement is provided either after a response
that follows an interval of specific length or after
a specified interval if the frequency of the
behavior is below some established criterion.
Guidelines for Using DRL
• Baseline must be recorded in order to determine the
average number of responses per full session or session
intervals. This average occurrence may then serve as the
initial DRL limit.
• Reasonably spaced criteria should be established when
using successively decreasing DRL limits to avoid too
frequent reinforcement and ratio strain, and so that the
program can be faded out.
• A decision must be made as to whether or not to provide
feedback to the student(s) concerning the cumulative
number of responses during the session.
Schedules of DRO
DRO Reset Schedule
DRO Fixed-Interval Schedule
DRO Increasing-Interval Schedule
DRO Progressive Schedule
Interresponse Time (IRT)
• Calculating IRT is a way to determine an
appropriate interval length for many DRO and
DRL schedules.
• IRT refers to the time that passes between
occurrences of the inappropriate behavior.
• This time period (or one slightly higher) becomes
the initial interval that must pass without a
student engaging in the inappropriate behavior in
order to obtain reinforcement.
Calculating IRT
The number of times the behavior occurs is divided
by the total time a child is in school (i.e., 6 hours).
This calculation will yield the number of times the
behavior is performed per hour. Next, the number
of times the behavior occurs per hour is divided
into 60 (i.e., number of minutes in the hour). The
number obtained from this calculation represents
the average amount of time that passes between
the child performing the inappropriate behavior.
An Example of Calculating IRT
Kyle would poke other students 48 times during the day. His
teacher wanted to completely eliminate this behavior using a
DRO schedule. Therefore, she needed to determine an
appropriate interval of time in which Kyle had to refrain from
poking peers in order for him to obtain reinforcement. First,
she divided 48 into 6—the latter number representing the total
time Kyle was in school daily. This calculation indicated that
Kyle poked peers 8 times per hour. Next, his teacher divided 8
into 60—the number of minutes in an hour. The number
obtained, 7.5, represents the average minutes that pass
between Kyle poking other students. Therefore, Kyle’s
teacher set an initial interval length of 8 minutes in which he
must refrain from poking peers in order to obtain
reinforcement.
DRO Reset Schedule
In the DRO reset procedure, the interval is reset
every time the inappropriate behavior occurs.
Day 1
8:00
8:30
R+
8:15
R+
8:45
R+
9:00
R+
9:15
R+
9:30
R+
9:45
R+
R+ = Reinforcement delivered
8:55
8:17
8:00
8:15
R+
8:32
R+
= Target behavior
8:47
R+
9:10
R+
R+ = Reinforcement delivered
9:25
R+
9:40
R+
DRO Fixed-Interval Schedule
In the DRO fixed-interval procedure, the interval schedule is fixed,
and reinforcement is delivered at the end of each interval during
which the response does not occur. The interval time is not reset
with each occurrence of the target behavior.
9:03
8:45
8:00
8:10
R+
8:20
R+
= Target behavior
8:30
R+
8:40
R+
8:50
R+ = Reinforcement delivered
9:00
R+
9:10
DRO Increasing-Interval Schedule
In the DRO increasing-interval schedule is a way of thinning or
fading reinforcement. If the specified interval passes without a
target response occurring, reinforcement is delivered and the
next interval could be increased by a certain amount of time.
interval increased
Interval increased
Day 3
8:00
8:30
R+
10:40
R+
10:10
R+
9:40
R+
9:00
R+
11:30
Day 4
8:00
8:50
R+
9:40
10:30
R+
11:50
0
12:40
R+
1:30
interval increased
Day 5
8:00
8:50
R+
= Target behavior
9:40
R+
10:40
0R+
R+ = Reinforcement delivered
11:40
R+
12:40
R+
DRO Progressive (DROP)
Schedule
In a DRO progressive (DROP) schedule, the interval
size remains the same. However, the amount, or kind,
of reinforcement increases as the student refrains
from performing the inappropriate behavior for more
and more consecutive intervals.
8:44
8:00
8:10
R+
+
8:20
R+
8:30
R+
8:40
R+
+ +
+ + +
+ + +
= Target behavior
8:50
R+ = Reinforcement delivered
9:00
R+
+
9:10
R+
+ +
DRL-IRT Schedule
The DRL-IRT schedule is one in which the target
behavior is reinforced following a specified interval of
time since the previous episode. The interval is
determined by calculating IRT.
10:00
10:1
1R+
10:24
R+
= Target behavior
10:26
10:38
R+
10:55
R+
R+ = Reinforcement delivered
11:08 11:11
R+
11:22
R+
DRL-Below-Criterion Schedule
The DRL-Below-Criterion schedule involves determining the
average number of times the target behavior is typically
exhibited during a certain interval of time. Reinforcement is
delivered if the frequency of the behavior is below this baseline
rate during the specified interval of time.
8:00
8:30
R+
9:00
R+
= Target behavior
9:30
10:00
R+
10:30
R+
R+ = Reinforcement delivered
11:00
11:30
R+
Considerations When Using
Differential Reinforcement
•
•
•
•
•
DRI and DRA both strengthen appropriate behavior.
DRO does not specify what behaviors will be reinforced, thereby
creating the potential for a “behavioral vacuum.”
DRL is the only type of differential reinforcement technique that
does not require the inappropriate behavior to be completely
eliminated in order for a student to receive reinforcement.
DRI, DRA, and DRL usually produce a gradual change in behavior
which may not be desirable for behaviors that a re dangerous to
self and others.
DRO may be the technique of choice when the behavior is
dangerous to self or others since it often results in rapid
decreases.