Differential Reinforcement Types and Differential Punishment

Reinforcing the complete absence of the target behavior for a specific interval or moment.
Can involve tracking the behavior over an interval (e.g., 3 minutes) or periodically checking for its occurrence.
Corresponds with data collection methods like partial or whole interval recording.
Stack the deck in the learner's favor: Set achievable intervals to ensure the learner can access reinforcement. Prevents engagement in other behaviors to seek reinforcement.
Often paired with praise, focusing on desired behaviors without mentioning the challenging behavior to avoid priming it.
- Example praise statements: "I like how you kept your hands to yourself," or "Thanks for staying in your chair."
Gradually increase the interval of non-occurrence as the learner becomes more successful.
- Start with a short interval (e.g., 45 seconds) and reinforce sitting in a seat.
- Increase the interval based on data collected over time (e.g., to 1 minute, then 1 minute 15 seconds).
Expectations for remaining in a seat should be scaled based on the learner's age and capabilities.
DRO reinforces any behavior other than the target behavior.
Relates to the concept of “Could a dead man do it?” because a dead man cannot engage in any behavior that is considered challenging.

Used to decrease a behavior without eliminating it entirely.
Based on either the temporal distance from the last occurrence of the behavior or a response rate criterion.
Example scenario: A learner requests to go to the bathroom too frequently (e.g., every 75 seconds).
Two approaches:
- Time-based: Reinforce after a set interval of time has elapsed since the last occurrence of the behavior.
  - If the learner asks to go to the bathroom every 75 seconds, provide reinforcement (e.g., a break, attention if it's the reinforcer) every 60 seconds they do not ask to go to the bathroom.
- Response rate-based: Reinforce if the behavior occurs at a rate not exceeding a set criterion.
  - If a student checks their cell phone 17 times during class, reinforce them for checking it 18 times or less.
Provide a functionally equivalent replacement behavior alongside reinforcement.
Gradually decrease the rate of response until it aligns with the typical or appropriate level for the setting.
Thinning out the reinforcement schedule is necessary to achieve lower rates of responding with teenagers using cellphones.

Responses and response classes (categories of similar behaviors) can be subject to punishment.
Example: The response class of burning food (leaving food on the stovetop or in the air fryer too long) is punished by the loss of access to a tasty meal.
- Burning the meal is punished regardless of the specific method or appliance used.
Differential punishment decreases the future frequency of a behavior or response class.
Can be either positive or negative, similar to differential reinforcement.

Differential reinforcement involves reinforcing one response or response class while withholding reinforcement for others (typically those targeted for reduction).
Types of differential reinforcement include:
- DRA (Differential Reinforcement of Alternative behavior)
- DRI (Differential Reinforcement of Incompatible behavior)
- DRO (Differential Reinforcement of Other behavior)
- DRL (Differential Reinforcement of Low Rate of Responding)
Differential punishment is possible, where one response or response class is punished.
Differential reinforcement and punishment often co-occur.
For responses where reinforcement is withheld, a punishment contingency can also be present, especially in naturally occurring, non-socially mediated contingencies.