Differential Reinforcement Procedures

These procedures focus on reinforcement-based strategies to address problem behavior, in contrast to previous discussions on extinction and punishment.
They typically combine reinforcement with extinction, emphasizing the identification and use of functional reinforcers.

Differential reinforcement procedures involve therapists, clients, RBTs, interventionists, and teachers using reinforcement and extinction to change behavior, particularly to address problem behavior.

Involves extinguishing the aberrant behavior by withholding the reinforcer that previously maintained it.
Identifying a specific alternative behavior to reinforce instead of the aberrant behavior.
The reinforcer is delivered contingent upon the alternative behavior.
Example: If hitting used to gain attention, attention is withheld for hitting and provided for a specified alternative behavior.

Similar to DRA, DRI involves extinction for the aberrant behavior.
Reinforcement is contingent upon an incompatible behavior which cannot occur simultaneously with the aberrant behavior.
Example: If someone taps their head, keeping their hand in their pocket is an incompatible behavior.
DRI may be preferred over DRA because the incompatible behavior makes it less likely for the aberrant behavior to occur.

Again, extinction for aberrant behavior.
Reinforcement is contingent upon the absence of aberrant behavior for a certain period of time. No specific alternative behavior is required.
Example: Withholding attention until a period of time has passed without the aberrant behavior, then providing attention.

Extinction for aberrant behavior, when possible; used for appropriate behaviors occurring at inappropriate rates.
Reinforcement is delivered contingent upon lower rates of behavior.
Example: Reinforcing a student for raising their hand less frequently in class.
DRL addresses inappropriate rates of behavior, not inappropriate types of behavior.

Initially, reinforce immediately and consistently. Prompt the alternative behavior to begin with, teaching the individual how to use that response and its outcomes.
Use a continuous reinforcement schedule initially, then transition to intermittent reinforcement.
Withhold reinforcement for problem behavior when possible to avoid competition with the alternative behavior.
Combine with other procedures to address multiple problems and deficits simultaneously.

DRO: Problem behavior can still occur within intervals. Be prepared to reset or extend the interval if problem behavior occurs. Monitor for potential increases or changes in the form of problem behavior.
DRL: Can be a slow process because reinforcement, even for reduced rates, can maintain the behavior to some extent.

When using these procedures, especially when instructed by a supervisor, seek additional knowledge and literature to understand the limits of the procedure.

Set initial intervals in DRO to ensure frequent reinforcement. Start small and gradually increase the duration.
Avoid inadvertently reinforcing problem behavior, as this can lead to a variable schedule that increases problem behavior.

Use baseline data on aberrant behavior (frequency, intensity, etc.) to guide initial intervals.
Assess the learner's current behavior and progress from there.