Differential Reinforcement of Other Behaviors: Steps - National ...

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National Professional Development Center onAutism Spectrum DisordersModule: Differential Reinforcement of Other Behaviorse. duration, or how long the behavior lasts: (e.g., a tantrum that lasts a fewminutes or that can last for an hour).This information can be summarized to aid in the assessment of the possible functionsof the interfering behavior. For example, knowing that Joey loudly shouts profanitiesbetween three-four times for 30 seconds or more when in the lunchroom providesspecific information about the interfering behavior that can be of value in planningintervention.Step 2. Determining the Function of the Interfering Behavior1. Teachers/practitioners use functional behavior assessment to identify thefunction of the interfering behavior.An important part of determining the function of the interfering behavior will beinterviewing team members about the nature of the problem behavior. To do so, you willneed to complete a functional behavior assessment that will allow you to identify thecurrent antecedents and consequences. For more information about this procedure,please see Functional Behavior Assessment: Steps for Implementation (NationalProfessional Development Center on Autism Spectrum Disorders, 2008).Step 3. Identifying Data Collection Measures and Collecting Baseline Data1. Teachers/practitioners identify data collection measures to be used to assessthe interfering behavior before implementing the intervention.When collecting data for DR, it is important to focus on the frequency, topography, andintensity/severity of the behavior. Below are some examples of data sheets that may beparticularly helpful in describing the interfering behavior.Example: Frequency Data Collection SheetLearner’s name ___________________________Interfering behavior hitting___________________Date________ Observer____________________AM recess √√√√√√√√Math √√Reading √√GymMusic √√√√PM recess √√√√√√Daily Total 22Differential Reinforcement of Other Behaviors: Steps for Implementation Page 2 of 10National Professional Development Center on ASD10/2010
National Professional Development Center onAutism Spectrum DisordersModule: Differential Reinforcement of Other BehaviorsExample: Topography Data Collections Sheet (often called A B C data)Learner’s name __________ Observer______________Interfering behavior hitting_____ Location math class___Date_______ Time Observed___9:30-10:15__________Antecedent Behavior ConsequenceTold to sit down Smacked arms against desk Moved to another deskAsked a math question Punched aide with closed fist Removed from classroomTold “ten minutes toreading”Smacked self with openhandsGiven silly puttyExample: Intensity Data Sheet (sometimes called a behavior rating scale)Student’s name________________ Observer_________________Date_________________________Interfering behavior hitting_______Time behavioroccurredVery severe/intense(dangerous)Behavior rating systemPrettysevere(potentiallydangerous)Somewhatsevere(causesproblemsbut is notdangerous)Not at all severe(annoying, inconvenientor distracting)9:15 4 3 2 110:05 4 3 2 110:23 4 3 2 110:40 4 3 2 111:30 4 3 2 1OverallbehaviortodayVery severe/intense (dangerous)2. Teachers/practitioners gather baseline data on the interfering behavior.The data collection measures identified above are used, along with the informationgathered in Steps 1 and 2, to determine the nature of the interfering behavior prior tothe intervention.Differential Reinforcement of Other Behaviors: Steps for Implementation Page 3 of 10National Professional Development Center on ASD10/2010
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