6.3 Differential Reinforcement: DRO, DRA, DRI, DRL, and FCT

Reinforcing what should happen instead

Differential reinforcement means reinforcement is delivered for one class of behavior and not delivered for another class of behavior, according to the behavior plan. It is not simply being positive, offering praise, or rewarding good behavior whenever it appears. The supervisor defines the target behavior, replacement behavior, reinforcement schedule, criteria, prompt rules, and what to do when target behavior occurs. The RBT implements those details and collects data so the team can know whether the procedure is changing behavior.

DRO means differential reinforcement of other behavior. Reinforcement is delivered when the target behavior does not occur during a specified interval or at a specified moment, depending on the plan. For example, if the plan says reinforce every five minutes without aggression, the RBT delivers the programmed reinforcer only when the criterion is met. DRO does not require the client to perform a specific replacement skill, so many plans combine it with teaching. RBTs need to know whether the interval resets after target behavior, whether prompts are allowed, and what data to record.

DRA means differential reinforcement of alternative behavior. Reinforcement is delivered for a specific appropriate alternative response. DRI means differential reinforcement of incompatible behavior, where the reinforced behavior cannot occur at the same time as the target behavior. Sitting with hands folded may be incompatible with grabbing materials, and asking for a turn may be an alternative to grabbing. DRL means differential reinforcement of low rates, used when the behavior is acceptable at lower levels but problematic when too frequent, such as asking repeated questions.

FCT, or functional communication training, is a type of DRA that teaches communication to access the same functional outcome.

Functional communication training deserves special attention because many RBT scenarios involve teaching a client to request attention, breaks, items, help, or sensory supports instead of using problem behavior. The communication response must be practical for the client, recognizable to communication partners, and efficient enough to compete with the target behavior. If hitting has produced immediate escape, a break request that is ignored for ten minutes will not compete well.

The supervisor chooses the response and schedule; the RBT prompts, reinforces, fades prompts as written, and reports whether the response is usable in the setting.

A common implementation error is reinforcing both the replacement behavior and the target behavior. Suppose the plan says to reinforce a break card and not remove work after yelling. If the client yells, the RBT removes the worksheet, and then later reinforces the break card, the target behavior still contacted escape. Differential reinforcement requires a contrast between what works and what does not. That contrast must be implemented safely, ethically, and exactly as described.

If the RBT cannot maintain the contrast because of safety, staffing, or caregiver response, the RBT documents the barrier and contacts the supervisor.

Prompting matters. During FCT, the plan might say to prompt the communication response as soon as early signs occur, before high-intensity behavior. Another plan might say to prompt only during teaching trials and not after target behavior. If the RBT prompts too late, the client may practice the target behavior first and the communication response second. If the RBT overprompts, the client may not learn to initiate. The RBT should follow the specified prompt hierarchy, time delay, and fading steps, and should ask for supervisor feedback when prompts are not working.

Differential reinforcement checklist:

• Identify the exact target behavior and the exact response or interval that earns reinforcement.
• Confirm the reinforcer, amount, timing, and schedule before the session.
• Know whether target behavior resets an interval, pauses a trial, or triggers another procedure.
• Prompt replacement behavior only as written.
• Deliver reinforcement immediately enough for the client to contact the relation.
• Withhold the maintaining consequence for target behavior only as the plan says and only within safety limits.
• Record target behavior, replacement behavior, prompts, reinforcement delivery, and missed opportunities.
• Report if adults, peers, or materials accidentally provide the target behavior's usual outcome.

Scenario: a client throws materials when a difficult task begins. The supervisor's FCT plan teaches the client to hand over a break card. The RBT presents a short task, uses a least-to-most prompt to help the client give the card, immediately provides a 30-second break, then represents the task after the break as written. If the client throws materials, the RBT blocks unsafe access if trained and directed, keeps the task available as the plan says, and does not provide a longer break unless the protocol requires it.

The data include prompted and independent break card use, thrown materials, task completion, and any safety concerns.

Scenario: a student asks the same question 25 times in ten minutes, disrupting instruction, but asking questions is appropriate at lower rates. A DRL plan may reinforce asking five or fewer questions during a defined period while teaching a checklist or wait card. The RBT should not treat all questions as bad behavior. The data need frequency, interval length, reinforcement delivery, and whether the student used the alternative support. This distinction is why knowing the exact differential reinforcement type matters.