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If I want my partner to cook dinner more often, take out the trash regularly without asking, or make the first pot of coffee in the morning, what is the best way to accomplish this? I could flat out ask them, and for some people that may work. But what if your partner needs a little more (okay, more like a lot more) encouragement? Differential reinforcement to the rescue! Differential Reinforcement (DR) is when I reinforce the behaviour I want to see, and do not provide reinforcement for the behaviours I do not want to see. Reinforcement is the act of providing a reinforcer (this is different for everyone and varies from situation to situation – for some it is a preferred snack, for others perhaps it is an activity, some still it can be verbal praise) to an individual after a behaviour, to increase the future probability of that behaviour happening again under similar circumstances. Why the future probability? Because I cannot affect something that has already happened. The client has already emitted a behaviour, I cannot after-the-fact influence that behaviour. Differential Reinforcement (DR) also means that I do not provide reinforcement under those conditions if the desired behaviour does not occur. How To Use Differential Reinforcement:When using a strategy like Differential Reinforcement, you are likely to use additional ABA methods as well. One technique I like to use with differential reinforcement is shaping. If, for example, I was working on animal sounds with a vocal client who was scrolling through responses (giving multiple animal sounds in succession), I would only provide their reinforcer (a high five and verbal praise such as “you got it!”) if their response immediately followed the SD (within 3 seconds of being asked), and not giving other responses either before or after their response. Example: Therapist, SD: “what does a cow say?” Therapist, SD: “what does a cow say?” The Different Types Of Differential Reinforcement:In true ABA fashion, we love our initialisms. The world of reinforcement procedures is no exception, here we already introduced you to DR (differential reinforcement), these are a few more in the DR family: DRA, DRD, DRH, DRI, DRL, DRO, and DRP. DRA: Differential Reinforcement of Alternative BehaviourProviding reinforcement for a predetermined alternative behaviour while withholding reinforcement for the unwanted response. Using DRA requires that you identify the unwanted behaviour, as well as identifying appropriate alternative behaviours you would like to see in its place. This procedure is a great way to teach adaptive skills to clients. Example: In the classroom, you want to extinguish shouting out answers and differentially reinforce hand raising for a specific student who calls out answers for teacher attention. DRD: Differential Reinforcement of Diminishing RatesProviding reinforcement dependent upon the number of responses meeting or being below a predetermined limit during a specified time frame. DRD procedures are to be used when the behaviour is appropriate to engage in, but the goal is to see a specific number of responses at a time. This can be used to gradually reduce the number of cookies eaten per day. Example: You have a client who can finish a box of cookies in one sitting and want to gradually reduce the number of cookies eaten. DRH: Differential Reinforcement of High Rates of BehaviourProviding reinforcement dependent on the responses meeting or being above a predetermined limit during a specified time frame. DRH procedures specify that rapid responding is reinforced, at gradually increasing intervals, until a predetermined mastery criterion is met. Imagine you are playing a competitive game of 5 Second Rule with family over the holidays, where the goal is to name 3 items in an unknown category in 5 seconds or less. Example: Before the big holiday gathering, you and your partner practice naming 3 items on common lists, in under 5 seconds. DRI: Differential Reinforcement of Incompatible BehavioursNot all DRA’s are DRI’s, but DRI’s are a type of DRA. This time the alternative behaviour is one that is incompatible with the unwanted behaviour – they cannot occur at the same time. With our DRA example above, a student can sit at their desk with their hand up and still call out. If the example did not specify that they needed to remain quiet until called upon, and received reinforcement for calling out with their hand up, what did we really accomplish? Another DRI example includes saying “good game” to opposing teams after a game instead of spewing profanities. A person simply cannot say two things at the exact same time. DRL: Differential Reinforcement of Low Rates of BehaviourProviding reinforcement dependent on the response occurring after a specified time frame with no occurrences. DRL procedures are perfect for when the response is appropriate to have in the learner’s repertoire, so you do not want to extinguish it. Imagine having a learner who repeats “hello [name]” every time they see their teacher. This is a behaviour we want to have in their repertoire; however, it is not appropriate if they are saying it every 5 minutes. Example: The student would only receive reinforcement if they went 5 minutes without repeating “hello”, then we gradually increase the time interval until it reaches an appropriate predetermined criterion (e.g., after 2 hours of not seeing the teacher). DRO: Differential Reinforcement of Other BehavioursProviding reinforcement for the non-occurrence of the unwanted behaviour. DRO is similar to DRA in that reinforcement is withheld for the unwanted response, but since you cannot provide a reinforcer for a lack of response, another behaviour that is contextually appropriate is reinforced. This does not need to be a specific alternative response. Check out our YouTube video for an example of how to use a DRO procedure. DRP: Differential Reinforcement of Paced RespondingProviding reinforcement for behaviour occurring within a minimum and maximum time limit. DRP is a procedure that is used when the timing of responses is imperative to success. Music teachers, dance choreographers, and others are familiar with the concept of DRP (even if they are not familiar with the label). This is when the timing of responses matter: whether it be chords played on an instrument, movements made by dancers, or number of basketball dribbles per step. Watch our YouTube video on Differential Reinforcement for more info! Which of the following best describes the use of DRO procedures?Which of the following best describes the use of differential reinforcement of other behaviors (DRO) procedures? When using a DRO procedure, a reinforcer is delivered to the learner as long as the interfering behavior is not emitted during the specified amount of time.
How does the purpose of DRO differ from that of DRL?How does the purpose of DRO differ from DRL? In DRO the reinforcer is delivered if there is an absence of the behavior after and interval of time has passed. In DRL the reinforcer is delivered for the occurrence of the behavior after an interval of time has passed since the last time the behavior has occurred.
What distinguishes a DRO from other differential reinforcement procedures DRA DRC DRI DRL )?If the alternative behavior you choose to reinforce is incompatible with the target behavior, then the intervention is a DRI procedure. If the alternative behavior is not incompatible with the target behavior, then the intervention is a DRO procedure.
What is a DRL and why might one use this type of schedule?Differential reinforcement of low rates (DRL)
DRL reinforces at the end of an instructional session if the problem behavior occurred during the entire session at or below a predetermined criterion. The goal is usually to decrease the frequency of recurring behaviors, not to eliminate them entirely.
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