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

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National Professional Development Center onAutism Spectrum DisordersModule: Differential Reinforcement of Other BehaviorsEscape/avoidSensory/autonomic(Behavior isreinforcedbecause it feelsgood orbecauselearner canescapediscomfort. )Tangible(to gain items,toys, etc.)Reinforce requestsfor breaks.Identify movement,sounds or actionsthat are reinforcing.Find ways that thosesounds ormovements canoccur without theinterfering behaviorand reinforce thoseactivities.Reinforce the learnerfor requestingappropriately.the desired behaviorby immediatelyresponding to theappropriate attempt.Create a system forrequesting breaks(e.g., picture cards)and reinforce attemptsby giving a break assoon as desiredbehavior isdemonstrated.Teach a learner whobangs his head on thewall to put his head ina soft space where hecan not hurt himselfand reinforce him forusing the appropriatespace.Teach learner whoscreams for thecomputer to waitquietly for a timer tobuzz. Reinforce byallowing him/her to usethe computer.Non-contingentReinforcementFunctionalCommunicationTraining (FCT)ExtinctionNon-contingentReinforcementResponseRedirection andInterruptionFunctionalCommunicationTraining (FCT)ExtinctionNon-contingentReinforcementFunctionalCommunicationTraining (FCT)ExtinctionNon-contingentReinforcementStep 6. Implementing the InterventionThe next step in using a DR procedure is to implement the intervention plan that hasbeen developed. During implementation of a DR procedure, two components should beaddressed.1. Before the interfering behavior occurs, teachers/practitioners should:a. choose which behavior to reinforce based on the intervention plan.b. explicitly teach the replacement or alternative skills.Differential Reinforcement of Other Behaviors: Steps for Implementation Page 8 of 10National Professional Development Center on ASD10/2010
National Professional Development Center onAutism Spectrum DisordersModule: Differential Reinforcement of Other BehaviorsThis may be done by using functional communication training, task analysis, graduatedguidance, or other kinds of direct teaching procedures such as discrete trial training. Forexample, if the replacement behavior is requesting a break, teachers/practitioners mayneed to teach the learner how to request a break using pictures or scripts.c. continuously reinforce the other/low rate/alternative/incompatible behaviors.To continuously reinforce, rapidly reinforce every instance of the replacement behavior.For example, if you are reinforcing a learner for remaining seated, providereinforcement the entire time the learner is in his/her seat.d. match the reinforcement to the function of the behavior.Because the function of a learner’s interfering behavior can change, it is important toconfirm that your intervention always matches the hypothesized function of theinterfering behavior. For example, the function of calling out behavior may initially be forattention and may later shift to escape. The DR procedure must change as well toreinforce the function of the replacement behavior (i.e., not calling out).2. If or when the interfering behavior occurs, teachers/practitioners prompt andimmediately respond to the alternative behavior by:a. prompting frequently to assure that there are enough instances of the desiredbehavior to reinforce andb. being consistent.If the desired behavior does not occur, prompt and immediately reinforce the prompteddesired behavior. For example, if the learner is calling out to get attention, prompt him toraise his hand often so that he can be reinforced. Prompting the desired behaviorimmediately after it occurs will increase the likelihood of the learner displaying thedesired behavior. For more information about this procedure, please see Least-to-MostPrompting: Steps for Implementation (National Professional Development Center onAutism Spectrum Disorders, 2008).3. After the plan has been in place for a certain number of days as documented inthe intervention plan (see step 5.3), teachers/practitioners can alter the scheduleor reinforcement.For example, if a learner is being reinforced every hour and meets the criteria forchange according to the intervention plan, the learner may then be reinforced only twiceper day.Differential Reinforcement of Other Behaviors: Steps for Implementation Page 9 of 10National Professional Development Center on ASD10/2010
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