1. Differential Reinforcement
Justin Daigle, MA, BCBA, LBA
Program Director

2. Introduction
A lot of information will be presented. You do not have to memorize or fully understand all of the information. Some information is lagniappe for those that are interested. Understand the concepts and use this as an introduction.

3. A Note Before Beginning
All interventions based on Differential Reinforcement are known to be lengthy processes. Do not expect them to be a ‘quick fix’.
Client does not have to know the contingencies.

4. Response Class
A group of responses (behaviors) of varying topographies, that serve the same function.
Ex: Hitting and Kicking for escape

5. Differential Reinforcement
Using different “values” of reinforcer for different topographies of behaviors.
Ex: I get 5 skittles for high five and 2 skittles for “knuckles”. You must want me to give you high fives more!

6. Matching Law (Simplified)
Rates of responding are proportionate to the reinforcement value received from each choice alternative.

7. 5-Seconds of Food
1-Second of Food
5:1
xƒ = 5
xƒ = 1

8. “+5 Value”
“+1 Value”
5:1
xƒ = 5
xƒ = 1

9. DRI (Incompatible)
Reinforce a behavior that cannot be done while the problematic behavior is occurring.

10. Example
Eoin is a 25-year-old man who makes “psychotic statements” such as “There is a purple moose in my head named Chuckles.” A functional analysis reveals that the behavior is attention maintained.

11. Example (cont)
Anytime Eoin made a ‘proper statement’, his aides would attend for 10-seconds.
Anytime Eoin made a ‘psychotic statement’, his aides would ignore.
Seems basic?

12. Example (cont)
1) You cannot make a “psychotic statement” and a “non-psychotic statement” at the same time. They are incompatible.
2) You are using differential reinforcement
Therefore, you are using a DRI

13. DRA (Alternative R)
Reinforce a behavior that is an alternative, but is not necessarily incompatible with the problem behavior

14. Example
Eoin is a 12-year-old with limited vocal behaviors. The function of problem behavior (kicking) has been determined to be access (lack of manding).

15. Example Eoin taught to use a PECS card to request what he wants.
Eoin can kick and grab the PECS card at the same time (not incompatible)
However, both behaviors serve the same function (a way to request)

16. DNRA or DNRI
Differential Negative Reinforcement of Alternative Behaviors
Differential Negative Reinforcement of Incompatible Behavior

17. DNRA – Example
Giving a PECS card that says “Break” will remove an adverse stimuli (the instructor).
Kicking will no longer remove the adverse stimuli

18. Considerations for DRI/A
Select Alt or I R prior to beginning
Powerful Sr+ delivered consistently
Immediate and consistent Sr+
Withhold Sr+ for problem R
Teach appropriate behaviors
Can be combined with other procedures

19. Conceptual Question We all know that we can reinforce a behavior.
Can an organism be reinforced for a lack of behavior?

20. Conceptual Question Yes! You can be reinforced for not doing a thing!
This is the foundation for:

21. DRO (Other Behaviors)
Delivers a reinforcer whenever the problem behavior has not occurred during a specified set of time.
Interval DRO
Fixed Interval (FI-DRO)
Variable Interval (VI-DRO)

22. DRO (Other Behaviors) Can also be at a specified time
Momentary Time Sampling
Momentary DRO
Fixed-Momentary DRO (FM-DRO)
Variable-Momentary DRO (VM-DRO)

23. DRO (Other Behaviors) By any other name: DR of Non-occuring Behavior
DR of Zero Responding
Omission Training

24. Goals of a DRO
To sustain a behavior at a level of zero occurrence (+/-2)

25. Limitations of a DRO Difficult to come into contact with Sr+
Behavior may occur to frequently
Only focuses on 1 topography
While focusing on hitting, there is no intervention for biting

26. Considerations of a DRO
Recognize the limitations
Set initial interval to assure Sr+
Do not Sr+ other undesirable behaviors
Gradually increase interval
Monitor generalization (time of day/setting)
Use with other procedures

27. DRL (Low - Occurring R)
Delivers a reinforcer whenever the problem behavior has occurred less frequently than a set criteria.
Full Session DRL (interval is entire session)
Interval DRL (interval is specified)
Spaced-Responding DRL (responses occur with a specified time between them)

28. Goals DRL
Decrease problem behavior but not to eliminate it.

29. Considerations of a DRL
Recognize the limitation (very slow)
Choose the best procedure (of the 3)
Use baseline data to set criteria
Gradually thin schedule
Provide feedback to learner

30. DRH (High – Occurring R)
Used to increase a target behavior
Delivers a reinforcer whenever the target behavior has occurred more frequently than a set criteria.

31. Considerations of a DRH
Exact same as the DRL

32. Review DRA (Alternative) DRI (Incompatible) DRO (Non – Occurrence)
DRL (Low – Occurring)
DRH (High – Occurring)