Differential Reinforcement (DRA, DRO) in RBT: What differentiates DRO, DRA, and DRI from one another? Differential reinforcement and its associated terminologies are the biggest source of problems for my pupils. Since the day I began teaching the RBT test, nothing has changed in this regard.
To be honest, I see BCBAs having trouble with this terminology as well. I’m here to tell you, however, that it doesn’t have to be difficult. DRO, DRA, DRI, and DRL will all be covered in detail today.
For instance, during discrete trial training (DTT), if I ask my client to pick up the firetruck and they instead choose the teddy bear, should reinforcement be provided? Not! Instead, you give corrective feedback and repeat the trial. Just like that, you have applied differential reinforcement with your client. If the client had successfully picked up the firetruck, then you would provide reinforcement.
The Importance of DRI in ABA Therapy
Differential Reinforcement of Incompatible Behaviour (DRI) is an effective approach in ABA therapy that emphasises teaching and rewarding suitable behaviours that are directly opposed to undesired actions. By participating in this incompatible behaviour, the individual becomes physically incapable of performing the unwanted behaviour.
DRI is especially useful for behaviours that are challenging to decrease using other techniques since it offers a straightforward method of replacing them with more appropriate options. This approach encourages individuals to cultivate new, constructive habits that foster a more positive and functional environment.
Understanding Incompatible Behaviours
Incompatible behaviours are actions that cannot happen at the same time, which form the foundation of the DRI method in ABA therapy. When these behaviours are accurately identified, they help reduce the frequency of unwanted actions by making it physically impossible for the individual to perform both simultaneously.
For example, if a child frequently moves around the classroom, the incompatible behaviour might be sitting still at their desk. By promoting the behaviour of sitting, the therapist or teacher prevents the child from wandering, thereby diminishing the undesirable behaviour.
Choosing effective incompatible behaviours involves meticulous observation and a thorough understanding of the individual’s unique challenges and abilities. This selection process is vital to ensure that the identified behaviour is both realistic and motivating for the individual, leading to sustainable positive transformations.
Case Studies: Successful Implementations of DRI
When it comes to tackling a variety of difficult behaviours in children with autism, the DRI technique has shown impressive efficacy. Case studies demonstrate how this technique may be adjusted to individual requirements and intended goals.
Case Study 1: A child frequently leaves his seat during circle time. By using Differential Reinforcement of Incompatible Behaviour(DRI), the teacher praises and rewards him for keeping his hand restrained on the table, making it difficult for him to get up and wander. Over time, the child starts to connect staying seated with positive reinforcement, which greatly diminishes the occurrences of wandering.
Case Study 2: A child displays excessive hand flapping, which interferes with their ability to engage in activities. Utilising DRI, the therapist introduces a puzzle and reinforces the child for holding and manipulating puzzle pieces with both hands. This incompatible behaviour not only lessens hand flapping but also encourages the development of fine motor skills and cognitive growth.
These case studies illustrate the effectiveness of DRI in managing specific behaviours and emphasise the significance of identifying suitable incompatible actions to achieve meaningful and lasting improvements in behaviour and overall quality of life.
DRO, DRI, DRA, DRL. Let’s simplify it.
- When initially trying to determine which procedure is in operation, ask yourself if you are teaching an alternative behaviour. If you are teaching an alternative behaviour, it is either a DRA or a DRI.
Differential Reinforcement of Other Behaviours (DRO) – Select a behaviour. When that behaviour is not occurring, you provide reinforcement. Reinforcement is delivered in the absence of the behaviour.
- You choose to reinforce when your client is not yelling. When the client is calm, you provide positive reinforcement. That’s all there is to it. The specific behaviour occurring instead of yelling isn’t particularly important.
Differential Reinforcement of Incompatible Behaviours (DRI) – Select a target behaviour and a second behaviour that cannot happen simultaneously. When the second behaviour occurs, you reinforce that behaviour.
- You focus on having the client sit in their chair rather than stand up. These two actions cannot occur at the same time. When the client is seated, you give reinforcement.
Differential Reinforcement of Alternative Behaviours (DRA) – Choose a target behaviour and a suitable replacemenbehaviouror. Reinforcement is given when the replacement behaviour occurs. These behaviours can happen simultaneously, which is the key distinction between DRA and DRI.
- You might opt for a child requesting a break instead of knocking over materials. Requesting a break and knocking over materials can both occur at the same time, but you still provide reinforcement every time the client asks for a break.
Differential Reinforcement of Low Rates of Behaviour (DRL) – Identify a target behaviour you wish to reduce, but only eliminate from a client’s skill set. Establish a target number or criteria. When the behaviour occurs below that target, you reinforce it.
- You may focus on hand raising for DRL. If your client raises their hand 30 times during a class, you aim to reduce that number, not eradicate it. You start by setting a target of 10. If your client raises their hand 10 times or fewer, you provide reinforcement. If they exceed 10, no reinforcement is given.
Conclusion
In conclusion, the efficacy of behaviour modification in ABA treatment may be greatly impacted by an awareness of the subtleties of DRI, DRO, and DRA. Positive behaviours are shaped in a unique way by each strategy, which guarantees that the tactics are precisely matched with each person’s requirements.
The secret to making significant improvement, whether you’re a practitioner, parent, or educator, is to remain educated and modify your methods.
Blossom ABA can help you achieve your objectives if you need assistance putting ABA methods into practice or would want more information about their customised programs. Get in touch with us right now to find out how we can help your kid grow.