Differential reinforcement selectively rewards specific behaviors while withholding reinforcement for others. The four main types—DRO, DRA, DRI, and DRL—target different behavioral goals: eliminating problem behaviors, teaching alternatives, promoting incompatible responses, or reducing behavior frequency.
What Is Differential Reinforcement?
Differential reinforcement forms the backbone of effective behavior modification in Applied Behavior Analysis (ABA). This powerful technique involves providing reinforcement for some behaviors while withholding it for others.
Think of it like training a dog. You give treats when your dog sits but ignore jumping. Over time, sitting increases while jumping decreases. The same principle applies to human behavior modification.
ABA professionals use differential reinforcement to help individuals develop appropriate behaviors while reducing challenging ones. This approach proves especially effective for children with autism, developmental disabilities, and behavioral challenges.
The Four Types of Differential Reinforcement
DRO: Differential Reinforcement of Other Behavior
DRO reinforces any behavior except the target problem behavior. You reward the absence of the unwanted behavior for a specific time period.
Here’s how DRO works in practice:
A child hits their desk every few minutes during class. The teacher sets a timer for 2 minutes. If the child doesn’t hit the desk during those 2 minutes, they earn a sticker.
The timer gradually increases as the child succeeds. Soon, desk-hitting becomes rare because other behaviors get rewarded instead.
DRO works best for behaviors that need to be eliminated completely. It’s particularly effective for self-injurious behaviors, aggression, or disruptive classroom actions.
DRA: Differential Reinforcement of Alternative Behavior
DRA teaches and reinforces a replacement behavior that serves the same function as the problem behavior. You identify why someone engages in challenging behavior, then teach a better way to meet that need.
Consider this example:
A student throws materials when frustrated with difficult tasks. The function is escape from demanding work. Instead of throwing, you teach the student to raise their hand and ask for help.
Now the student gets the same result (teacher assistance) through appropriate behavior. The throwing decreases because the alternative behavior works better.
DRA requires careful analysis of behavior function. You must understand what the person gains from their challenging behavior before selecting an appropriate replacement.
DRI: Differential Reinforcement of Incompatible Behavior
DRI reinforces behaviors that cannot occur simultaneously with the problem behavior. The replacement behavior physically prevents the unwanted behavior from happening.
Take this scenario:
A child frequently puts non-food items in their mouth. You teach them to keep their hands clasped behind their back or hold a preferred toy.
With hands occupied, the child cannot engage in the dangerous mouthing behavior. You reinforce the hand-clasping or toy-holding consistently.
DRI works well for behaviors involving specific body movements or positions. Safety concerns often make this approach the preferred choice.
DRL: Differential Reinforcement of Low Rates
DRL reduces behavior frequency rather than eliminating it entirely. You reinforce the behavior only when it occurs at acceptable levels or intervals.
Here’s a practical application:
A student asks 20 questions per hour, disrupting the entire class. You decide 5 questions per hour is reasonable. The student earns points only when they stay within this limit.
Gradually, you can reduce the acceptable rate further if needed. The student learns to moderate their behavior while still getting their needs met.
DRL works perfectly for behaviors that are appropriate in small amounts but problematic when excessive.
Choosing the Right Type
Selecting the appropriate differential reinforcement strategy depends on several factors:
Behavior Function: What does the person gain from the challenging behavior? Attention, escape, sensory input, or access to preferred items?
Safety Concerns: Dangerous behaviors often require DRI or DRO for immediate suppression.
Social Appropriateness: Some behaviors are acceptable in small amounts but need reduction through DRL.
Individual Needs: Consider the person’s developmental level, communication skills, and learning history.
Implementation Best Practices
Start with a clear operational definition of the target behavior. Everyone working with the individual must understand exactly what counts as the behavior.
Choose powerful reinforcers that motivate the person. Weak reinforcers won’t compete effectively with the existing behavior.
Begin with short time intervals for DRO or frequent reinforcement for other types. Success breeds success, so make initial goals achievable.
Collect data consistently to track progress. Without measurement, you can’t determine if your intervention is working.
Be patient and consistent. Behavior change takes time, especially for well-established patterns.
Common Mistakes to Avoid
Don’t reinforce the problem behavior accidentally. If a child throws materials and you immediately give them easier work, you’ve reinforced throwing.
Avoid making time intervals too long initially. Setting a 30-minute DRO interval for someone who engages in the behavior every 2 minutes sets them up for failure.
Don’t forget to fade artificial reinforcers gradually. Natural consequences should eventually maintain the appropriate behavior.
Never use differential reinforcement alone for severe behaviors. Combine it with other strategies like antecedent modifications and teaching replacement skills.
Real-World Applications
Schools use differential reinforcement to manage classroom behaviors. Teachers might use DRO for reducing calling out or DRA for teaching appropriate help-seeking.
Homes implement these strategies for daily living skills. Parents might use DRL to reduce excessive questioning or DRI to prevent dangerous behaviors.
Workplaces apply differential reinforcement for employee behavior management. Supervisors might use DRA to encourage proper safety procedures or DRO to reduce inappropriate social interactions.
Measuring Success
Track behavior frequency, duration, or intensity depending on your target. Use simple data collection methods that fit your setting.
Look for gradual improvement rather than immediate perfection. Behavior change follows a learning curve with ups and downs.
Celebrate small victories along the way. Both the individual and their support team need encouragement throughout the process.
Plan for maintenance once goals are achieved. Natural reinforcement should eventually replace your artificial system.
Moving Forward
Differential reinforcement offers a positive, evidence-based approach to behavior change. It focuses on building appropriate behaviors rather than simply punishing unwanted ones.
Success requires understanding each person’s unique needs, careful planning, and consistent implementation. With proper application, these techniques can dramatically improve quality of life for individuals and their families.
Remember that behavior change is a journey, not a destination. Patience, persistence, and professional guidance will help you achieve lasting positive outcomes.