RBT Task List – Behavior Reduction (D-04)

We’re making great strides through Section D: Behavior Reduction on the RBT Task List.

Having explored the proactive nature of antecedent interventions (D-03), we now turn our attention to a set of powerful, reinforcement-based strategies.

These are used both proactively (by teaching and reinforcing alternative behaviors) and reactively (by systematically withholding reinforcement for problem behavior while simultaneously reinforcing other, more desirable behaviors).

Let’s do a comprehensive exploration of:

D-04: Implementing Differential Reinforcement Procedures

Differential reinforcement procedures are absolutely fundamental to ethical and effective behavior reduction. They always involve providing reinforcement for some behaviors and withholding it (extinction) for others. Understanding and correctly implementing these procedures is a core RBT skill.

Clear Explanation: What is Differential Reinforcement?

Differential Reinforcement (DR) is an umbrella term for a set of behavior change procedures that always involve two key components:

• Providing reinforcement when a specific desired behavior occurs (or when an undesired behavior does not occur).
• Withholding reinforcement (extinction) when an undesired or challenging behavior occurs.

The “differential” aspect simply means that reinforcement is applied differently to different responses or under different conditions.

These procedures are primarily used to decrease challenging behaviors by simultaneously increasing more appropriate or desirable behaviors.

They are a cornerstone of positive behavior support and are often used in conjunction with antecedent interventions (Task D-03) and, if necessary, other consequence procedures.

The RBT Task List specifically highlights three main types for RBTs to implement:

• DRA (Differential Reinforcement of Alternative Behavior)
• DRI (Differential Reinforcement of Incompatible Behavior)
• DRO (Differential Reinforcement of Other Behavior)

(Another common and related procedure, DRL – Differential Reinforcement of Lower Rates of Behavior, is also important for RBTs to be aware of, though not explicitly named as an example in this task item. It fits the “e.g.” category and is often used in practice.)

RBTs must be able to implement these procedures precisely as outlined in the client’s Behavior Intervention Plan (BIP). The BIP will specify the target behavior for reduction, the behavior to be reinforced, the specific type of DR procedure to be used, and the schedule of reinforcement.

Detailed Breakdown of Each Differential Reinforcement Procedure

Let’s dive into the specifics of each type:

DRA (Differential Reinforcement of Alternative Behavior)

• Definition: DRA is a procedure in which reinforcement is delivered specifically for the occurrence of an appropriate alternative behavior.
  This alternative behavior serves as a replacement for (or is a more desirable alternative to) the challenging behavior. The challenging behavior itself is typically placed on extinction (meaning it no longer receives reinforcement).
• Key Feature: DRA focuses on teaching and strengthening a specific appropriate behavior.
• The Alternative Behavior (Replacement Skill):
  • Ideally, the alternative behavior should serve the same function as the challenging behavior. When it does, this is often a specific type of DRA called Functional Communication Training (FCT).
  • The alternative behavior should be easier for the client to perform than the challenging behavior.
  • If possible, it should also be incompatible with the challenging behavior (which would make it a DRI as well).
• How it Works:
  • If Client emits the Alternative Behavior -> They receive Reinforcement (SR+)
  • If Client emits the Challenging Behavior -> They receive No Reinforcement (Extinction)
• Examples:
  • Challenging Behavior: A child screams to get juice (Function: Access to a tangible item).
    • Alternative Behavior (DRA): The child learns to verbally request, “Juice please.”
    • Implementation: The RBT immediately reinforces the request “Juice please” by giving the child juice. If the child screams, the RBT does not give juice (and may ignore the screaming, depending on the specific plan).
  • Challenging Behavior: A student rips their worksheet when the task is perceived as too hard (Function: Escape from the task).
    • Alternative Behavior (DRA/FCT): The student learns to tap a “break card.”
    • Implementation: The RBT reinforces tapping the break card by providing a short break from the task. If the student rips the worksheet, the RBT does not remove the task (this is escape extinction).
  • Challenging Behavior: A client hits peers to get their attention (Function: Access to attention).
    • Alternative Behavior (DRA): The client learns to tap a peer on the shoulder and say, “Play with me?”
    • Implementation: The RBT praises and facilitates peer interaction when the client uses the appropriate request. The RBT (and peers, with training) ignore hitting or implement other consequences for hitting as outlined in the BIP.
• RBT Role in DRA: Consistently reinforce the specified alternative behavior immediately and powerfully. Just as consistently, withhold all reinforcement for the challenging behavior.
  This may also involve actively teaching the alternative behavior using skill acquisition procedures (covered in Section C of the Task List).

DRI (Differential Reinforcement of Incompatible Behavior)

• Definition: DRI is a subtype of DRA where reinforcement is delivered for an incompatible behavior – meaning a behavior that cannot physically be performed at the same exact time as the challenging behavior. The challenging behavior is placed on extinction.
• Key Feature: By reinforcing a behavior that’s physically incompatible with the problem behavior, the problem behavior is less likely to occur simply because the client is busy doing something else that makes the problem behavior impossible.
• How it Works:
  • If Client emits the Incompatible Behavior -> They receive Reinforcement (SR+)
  • If Client emits the Challenging Behavior -> They receive No Reinforcement (Extinction) (and, by definition, they cannot be doing both at the same time).
• Examples:
  • Challenging Behavior: Hand flapping (a form of visual stereotypy).
    • Incompatible Behavior (DRI): Holding a toy with both hands, keeping hands in pockets, or clapping hands to music. (The client cannot flap their hands while doing these things).
    • Implementation: The RBT reinforces the client for holding a toy, having hands in pockets, or clapping. Hand flapping is ignored or redirected as per the plan.
  • Challenging Behavior: Out-of-seat behavior during class.
    • Incompatible Behavior (DRI): Sitting in their chair with feet on the floor.
    • Implementation: The RBT provides reinforcement (e.g., praise, tokens) to the client for sitting appropriately.
  • Challenging Behavior: Mouthing non-food objects.
    • Incompatible Behavior (DRI): Chewing gum (if appropriate for the client and allowed by the setting), blowing bubbles, or singing.
    • Implementation: The RBT reinforces the client for chewing gum.
• RBT Role in DRI: Identify opportunities to prompt and reinforce the specified incompatible behavior. Ensure the chosen incompatible behavior is truly incompatible with the problem behavior and is functional and appropriate for the client.

DRO (Differential Reinforcement of Other Behavior / Omission Training / Zero Rates)

• Definition: DRO is a procedure in which reinforcement is delivered contingent upon the absence or non-occurrence of the target challenging behavior for a specified period of time (an interval).
  If the challenging behavior occurs at any time during that interval, the interval is typically reset, and reinforcement is not delivered for that particular interval.
• Key Feature: DRO reinforces the absence of the problem behavior. It doesn’t necessarily teach a specific alternative skill (unless it’s combined with DRA, which can sometimes happen).
• Types of DRO:
  • Interval DRO: Reinforcement is delivered at the end of a pre-set interval if the target behavior has not occurred at all during that entire interval. The interval resets if the behavior occurs.
    • Fixed-Interval DRO (FI-DRO): The interval length is fixed (e.g., reinforcement is delivered if no problem behavior occurs for every 5 minutes).
    • Variable-Interval DRO (VI-DRO): The interval length varies around an average (e.g., on average every 5 minutes, but sometimes 3, sometimes 7).
  • Momentary DRO: Reinforcement is delivered at the end of a pre-set interval if the behavior is not occurring at that specific moment in time when the interval ends.
    • Fixed-Momentary DRO (FM-DRO)
    • Variable-Momentary DRO (VM-DRO)
    • Momentary DRO is generally considered less effective than interval DRO for producing robust behavior change but can be easier to implement, especially for very high-frequency behaviors or in group settings. Interval DRO is more common.
• How Interval DRO Works (Most Common Type for RBTs to Implement):
  1. A time interval is set (e.g., 2 minutes). This is determined by the supervising BCBA, often based on baseline data.
  2. If the challenging behavior does not occur at all during those 2 minutes, the client receives reinforcement at the end of the interval.
  3. If the challenging behavior does occur at any point during the 2 minutes, the timer for the interval is reset, and reinforcement is not delivered for that interval.
     The RBT starts timing the new interval from zero.
• Examples (Interval DRO):
  • Challenging Behavior: Aggression (e.g., hitting).
    • DRO Procedure: The RBT sets a timer for 3 minutes. If no hitting occurs for the entire 3 minutes, the client gets a token and praise. If hitting occurs at the 1-minute mark, the timer is immediately reset to 3 minutes, and no token/praise is given for that interrupted interval.
  • Challenging Behavior: Loud vocal outbursts.
    • DRO Procedure: The RBT sets a timer for 10 minutes. If no outbursts occur for the full 10 minutes, the client earns 2 minutes of a preferred activity. If an outburst occurs at any point, the timer resets.
• Setting the Initial DRO Interval: This is a crucial step determined by the BCBA. It’s usually based on baseline data of interresponse times (IRTs) for the challenging behavior the initial interval is often set slightly lower than the average IRT to ensure the client can experience initial success and contact reinforcement.
• Increasing the DRO Interval: As the client is consistently successful (i.e., the problem behavior is absent for the set interval), the interval length is gradually increased. This is called “thinning” the schedule of reinforcement.
• RBT Role in DRO: Accurately track time intervals using a timer. Deliver reinforcement contingently upon the complete absence of the target behavior during the interval. Reset the interval immediately if the behavior occurs. This requires constant vigilance and precision.

DRL (Differential Reinforcement of Lower Rates of Behavior) – Often Grouped with These

• Definition: DRL is a procedure in which reinforcement is delivered if the rate (frequency) of a behavior is at or below a specified criterion.
  This is used when the behavior is acceptable or even desirable at low rates, but problematic at high rates (e.g., asking a question in class, eating pace, getting up from one’s seat during independent work).
  The goal is to reduce the frequency of the behavior, not necessarily to eliminate it entirely.
• Types of DRL:
  • Full-Session DRL: Reinforcement is delivered at the end of the entire session if the behavior occurred at or below the pre-set criterion for the whole session.
  • Interval DRL: The session is divided into smaller intervals. Reinforcement is delivered at the end of each interval if the behavior occurred at or below the criterion within that specific interval.
  • Spaced-Responding DRL (also known as IRT DRL): Reinforcement is delivered if a certain amount of time (a minimum interresponse time or IRT) has passed since the last instance of the behavior before the next instance of that same behavior occurs.
    This aims to increase the time between responses, thus lowering the overall rate.
• Example (Spaced-Responding DRL for interrupting):
  • Challenging Behavior: A client frequently interrupts conversations.
  • DRL Procedure: If the client waits at least 2 minutes after their last interruption before interrupting again, their current attempt to speak is acknowledged and reinforced.
    If they interrupt before 2 minutes has passed since their last one, their interruption is ignored (or another consequence is implemented as per the plan).
• RBT Role in DRL: Accurately track the rate or IRT of the behavior and deliver reinforcement only when the pre-set criterion is met. This requires careful observation and data collection.

Implementing Differential Reinforcement – RBT Responsibilities

No matter which DR procedure is in place, RBTs have key responsibilities:

• Know the BIP Thoroughly: You must understand which DR procedure is being used, for which specific behavior it’s targeting, what behavior is being reinforced, and the exact schedule of reinforcement.
• Identify the Target Behavior for Reduction: Be able to recognize it accurately based on its operational definition in the BIP.
• Identify the Behavior to Reinforce:
  • For DRA/DRI: Know the specific alternative or incompatible behavior.
  • For DRO: Recognize the complete absence of the target behavior for the specified interval.
  • For DRL: Monitor the rate or IRT of the behavior against the criterion.
• Deliver Reinforcement Immediately and Contingently: This is crucial for all DR procedures. Reinforcement should be high quality and valued by the client.
• Implement Extinction Consistently: Withhold all previously available reinforcement for the challenging behavior (unless the plan specifies another consequence for it, but extinction is usually a core component of DR).
• Accurate Data Collection: Record instances of the challenging behavior and the reinforced behavior (or the number of reinforced intervals for DRO). This data is vital for the BCBA to determine if the plan is working.
• Follow Schedules Precisely: If using interval DRO or DRL, use a timer accurately.
• Patience and Consistency: DR procedures take time and unwavering consistency to be effective. Don’t get discouraged if you don’t see immediate results.
• Communicate with Your Supervisor: Report on client progress, any difficulties you encounter implementing the procedure, or if the challenging behavior unexpectedly increases (which can sometimes happen initially due to an extinction burst).

Key Terms/Vocabulary (Specific to Differential Reinforcement)

• Differential Reinforcement (DR): The overarching term for these procedures.
• DRA (Differential Reinforcement of Alternative Behavior): Reinforce a specific appropriate alternative behavior.
• DRI (Differential Reinforcement of Incompatible Behavior): Reinforce a behavior that is physically incompatible with the problem behavior.
• DRO (Differential Reinforcement of Other Behavior / Omission Training): Reinforce the absence of the problem behavior for a set time.
• DRL (Differential Reinforcement of Lower Rates of Behavior): Reinforce when the behavior occurs at or below a certain rate.
• Alternative Behavior: A desirable behavior that serves as a replacement for the problem behavior.
• Incompatible Behavior: A behavior that cannot be performed at the same exact time as the problem behavior.
• Extinction (as part of DR): The process of withholding reinforcement for the previously reinforced problem behavior.
• Interval (for DRO/DRL): A specified period of time used to evaluate the occurrence/non-occurrence of behavior.
• Resetting the Interval (for DRO): If the problem behavior occurs during a DRO interval, the timer for that interval starts over from zero.

Common Mistakes/Misunderstandings (Related to Implementing DR)

• Inconsistent Reinforcement of the Alternative/Other Behavior: Not “catching” the client engaging in the desired behavior or not having reinforcement readily available.
• Accidentally Reinforcing the Problem Behavior: Not fully implementing extinction for the problem behavior (e.g., giving a little bit of attention to a behavior targeted with DRO when the function is attention).
• Choosing an Ineffective Alternative Behavior (DRA/DRI – This is the BCBA’s role in designing, but an RBT might observe issues): If the alternative behavior is too difficult for the client, not functional for them, or not as reinforcing as the problem behavior, it won’t be used effectively.
• DRO Interval Too Long or Too Short (BCBA sets this, but RBT provides data): If the interval is too long initially, the client may rarely contact reinforcement, leading to frustration. If it’s too short, it might not lead to a meaningful reduction in the behavior.
• “Drifting” from the Procedure: For example, in a DRO, an RBT might start reinforcing general “good behavior” instead of strictly reinforcing the complete absence of the specific target behavior for the entire interval.
• Not Resetting the Interval Immediately in DRO: Delaying the reset of the timer when the problem behavior occurs makes the contingency less clear to the client.
• Confusing the DR Acronyms: Knowing the distinct differences between DRA, DRI, and DRO is critical for correct implementation. They are not interchangeable.
• Forgetting to Also Teach the Alternative Skill (for DRA/DRI): DR isn’t just about managing consequences; it often involves actively teaching the desired alternative skill using methods from Section C (Skill Acquisition).

Differential reinforcement procedures are powerful, positive approaches to behavior reduction.

They focus on strengthening what we want the client to do, rather than just punishing what we don’t want them to do. As an RBT, your precise and consistent implementation of these procedures is vital for their success.

Understanding the nuances of each type (DRA, DRI, DRO, and DRL) will allow you to effectively support your clients in learning more adaptive and functional ways of behaving.

This offers a very comprehensive look at D-04, detailing DRA, DRI, DRO, and briefly DRL, complete with examples and common RBT errors. These are foundational reinforcement-based strategies for effective and ethical behavior reduction.

Next in Section D of the RBT Task List is D-05: Implement extinction procedures. Extinction is a critical consequence strategy often used in conjunction with differential reinforcement.