Ch 25 Differential Reinforcement Flashcards
procedure in which reinforcement is delivered for a behavior that serves as a desirable alternative to the problem behavior and placed on extinction for the problem behavior
Purpose:
• To decrease problem behavior by teaching and reinforcing a functionally equivalent, appropriate behavior
• Maintains or meets the same need (function) as the inappropriate behavior
Key Components:
1. Identify the function of the problem behavior (attention, escape, access, sensory)
2. Select an alternative behavior that is:
• Appropriate
• Functionally equivalent
• Achievable for the learner
3. Reinforce the alternative behavior consistently
4. Place the problem behavior on extinction (i.e., withhold reinforcement for it)
Example:
• Problem behavior: A child screams to get attention
• Alternative behavior: Teaching the child to say “Play with me”
• DRA procedure:
• Provide attention for saying “Play with me”
• Do not provide attention when the child screams
DRA
procedure in which reinforcement is delivered for a behavior that is physically incompatible with the problem behavior—meaning both behaviors cannot occur at the same time.
Key Features:
• The alternative behavior is incompatible with the problem behavior
• The problem behavior is placed on extinction (reinforcement is withheld)
• A subtype of DRA, but specifically uses a behavior that cannot co-occur with the undesired one
e.g.
problem bx: hitting->incompatible bx: hands in pocket or folded at desk.
problem bx: out of seat bx-> incompatible bx: sitting in chair
problem bx: talking out of turn->incompatible bx quiet voice/waiting for a turn
DRI
procedure in which reinforcement is delivered only if the behavior occurs at or below a specified low rate. It’s used to reduce the frequency of a behavior without eliminating it entirely.
Purpose:
• To decrease a behavior that is acceptable in moderation, but problematic when it occurs too often
Example:
• Target behavior: Asking for help
• Goal: Reduce frequency (not eliminate)
• DRL plan: Reinforce if the student asks for help no more than 2 times per hour
DRL
3 types
1.full session
2. interval
3. spaced responding
procedure in which reinforcement is delivered whenever the target problem behavior does not occur during a specified period of time; In other words:
Reinforce the absence of the problem behavior.
Key Features:
• Reinforcement is given if the problem behavior does not occur
• All other behavior is reinforced, regardless of what it is
• The problem behavior is placed on extinction (i.e., not reinforced)
• Used to reduce or eliminate unwanted behaviors
Example:
• Problem behavior: Hitting
• DRO plan: Provide a token every 10 minutes if no hitting has occurred during that interval
Caution:
• Since any other behavior may be reinforced, DRO does not teach a replacement behavior
• Best used with clear reinforcement schedules and sometimes paired with teaching alternative skills (e.g., DRA)
DRO
types
1. interval (fixed or variable)
2. momentary (fixed or variable)
type of interval-based DRO where reinforcement is delivered at the end of a fixed time interval if the target problem behavior did not occur at all during that interval.
Key Features:
• “Fixed-interval” means the time between reinforcement opportunities is constant (e.g., every 5 minutes).
• “Other behavior” means any behavior other than the problem behavior is allowed and may be reinforced.
• If the problem behavior occurs during the interval, no reinforcement is given at the end of that interval.
• The timer resets after each interval.
Example:
• Problem behavior: Throwing items
• FI-DRO Plan: If the child does not throw anything for 10 minutes, they earn a break
• If the child throws something in that time → no reinforcement, and the interval starts over
Use Case:
FI-DRO is useful for:
• Reducing behaviors that are frequent but not dangerous
• Teaching the individual to refrain from the behavior over predictable periods
• Combining with skill-building strategies (e.g., DRA or FCT) to increase appropriate alternatives
FI-DRO (fixed interval DRO)
variation of DRO in which reinforcement is delivered at the end of a fixed time interval only if the problem behavior is not occurring at that exact moment the interval ends.
Key Features:
• Fixed intervals (e.g., every 5 minutes)
• Behavior is checked only at the moment the interval ends
• Reinforcement is delivered if the target behavior is absent at that moment, regardless of whether it occurred earlier in the interval
• Less effortful to monitor than full-interval DRO
Example:
• Target behavior: Yelling in class
• FM-DRO plan: Every 5 minutes, the teacher checks—if the student is not yelling at that moment, they receive a token
• If the student was yelling earlier in the interval but is quiet at the check, they still get reinforced
FM-DRO (fixed-momentary DRO)
differential reinforcement procedure in which reinforcement is delivered at the end of a session only if the target behavior occurred at or below a pre-set low rate during the entire session
Purpose: reduce frequency of behavior that’s acceptable in small amounts, without eliminating it completely.
Key Features:
• Behavior is monitored across the entire session (e.g., 30 minutes, 1 class period)
• A criterion is set (e.g., no more than 3 occurrences)
• If the behavior occurs less than or equal to the limit, reinforcement is given
• If the behavior exceeds the limit, no reinforcement is delivered
• Does not reinforce each individual response—focus is on overall session performance
Example:
• Target behavior: Asking for help
• Criterion: No more than 3 help requests in a 30-minute session
• Plan: If the student asks for help 3 times or fewer, they earn a preferred activity
full-session DRL
differential reinforcement procedure in which a session is divided into equal intervals, and reinforcement is delivered only if the behavior occurs no more than a specified number of times within each interval.
Key Features:
• The entire session is broken into equal-length intervals (e.g., 10-minute blocks)
• A maximum response limit is set for each interval
• If the behavior exceeds the limit within any interval, reinforcement is withheld for that interval
• Reinforcement can be delivered after each interval (if the criterion is met)
Example:
• Target behavior: Asking to go to the nurse
• Plan: A 60-minute session is divided into six 10-minute intervals
• Criterion: No more than 1 request per interval
• If the student requests to go to the nurse 0 or 1 times in a 10-minute interval → they earn a token
• If they ask 2 or more times → no token for that interval
interval DRL
procedure in which reinforcement is delivered only if a specified amount of time has passed between successive occurrences of the target behavior
Purpose: reduce rate of behavior by teaching learner to wait longer between responses, rather than limiting total number of responses per session.
Key Features:
• Focuses on increasing the interresponse time (IRT)
• Reinforcement is contingent on the timing between responses, not the overall session total
• The behavior is reinforced only if it occurs after the required time has passed
• If the behavior occurs too soon, the timer resets and no reinforcement is delivered
Example:
• Target behavior: Raising hand to ask questions
• Criterion: At least 5 minutes must pass between questions
• If the student raises their hand after 5 minutes, they receive praise
• If they raise their hand before 5 minutes have passed, they are not reinforced, and the timer restarts
When to Use Spaced Responding DRL:
-When the behavior is acceptable but occurs too frequently
-When you want to teach self-control, patience, or pacing
-Useful for behaviors like:
• Repetitive question-asking
• Calling out
• Requesting breaks
spaced-responding DRL
procedure in which reinforcement is delivered if the problem behavior has not occurred during the ENTIRE DURATION of a variable time interval.
Key Features:
• The length of each interval changes (e.g., 3 min, then 6 min, then 4 min)
• Reinforcement is given at the end of each interval, only if the problem behavior did not occur at all during that interval
• If the behavior occurs → no reinforcement, and a new interval begins
• Helps reduce the chance that the learner can predict when reinforcement is coming
Example:
• Problem behavior: Elopement from seat
• VI-DRO plan: Reinforce the student at the end of a variable time interval (say, 2–5 minutes) if they remained in their seat the entire time
• If the student leaves their seat during the interval → no reinforcement, reset interval
Why Use VI-DRO?
- Reduces predictability, which can prevent the behavior from occurring just before the interval ends
-Maintains the effectiveness of reinforcement over time
-Useful when a more naturalistic or irregular schedule of reinforcement is needed
VI-DRO (variable-interval DRO)
procedure in which reinforcement is delivered at unpredictable (variable) time intervals, but only if the problem behavior is not occurring at the exact moment the interval ends.
Key Features:
• A form of momentary DRO
• Time intervals vary unpredictably (e.g., 3 min, 5 min, 2 min)
• Reinforcement is contingent on the problem behavior not occurring at the moment the timer goes off
• Behavior may have occurred during the interval, but that does not affect reinforcement—only behavior at the moment of the check matters
• Easier to implement than full-interval DRO because it doesn’t require continuous monitoring
Example:
• Target behavior: Calling out in class
• VM-DRO plan: At variable time intervals (e.g., 2 min, then 4 min, then 3 min), the teacher checks—if the student is not calling out at that exact moment, they receive a point or token
• If the student is calling out when the interval ends → no reinforcement is delivered
VM-DRO (variable-momentary DRO)
