Maurice

One of the most frequently used differential reinforcement procedure is differential
reinforcement of other behavior (DRO). The procedure consists of delivering a stimulus that is
reinforcing n nature if a certain response is not elicited for a given period of time. Studies have
shown that DRO is an effective procedure for correcting problem behavior (LeGray et al., 2013).
However, its effectiveness largely relies on the success to reinforce instances of pre-specified
behavior that are deemed as appropriate replacement of the problem behavior. DRO may be used
to reduce the occurrence of certain problem behaviors such as aggression or behavior that is
deemed self-injurious. The contextually appropriate behavior is reinforced by rewarding an
individual for failing to engage in the problem behavior for a given time. For instance, a child
who is troublesome in class, and keeps disturbing other students, maybe rewarded for every forty
minutes that lapse without them causing a disturbance in class. Over time, the problem behavior
is replaced by a more appropriate one because there is an incentive attached to behaving
appropriately.
Differential reinforcement of alternative behavior (DRA) is the second reinforcement
procedure. DRA-based procedures involve providing a reinforcer as an incentive for an
alternative desired behavior, but withholding the reinforcer after the occurrence of the problem
behavior. These procedures are effective in reducing the occurrence of problem behavior while
encouraging engagement in desired alternative behaviors. In a classroom set-up, I would use
DRO-based procedures to eliminate problem behaviors and encourage involvement in desired
alternative behavior. For instance, Ann, a student in grade five, constantly communicates with
her peers during class time. While collaborative learning is a positive behavior, it has become
problematic because she disrupts them and hinders their concentration during content delivery.

Using DRA-based procedures, I can eliminate this problem behavior by reinforcing an
alternative behavior. I would tell praise Ann and reward her for raising her hand in class when
she wants to talk. I would also reward her for doing so rather than talking and disturbing her
peers during class time. I would use thinning as a reinforcement schedule to discourage talking
when class is in session, and without raising her hand. The alternative and desired behavior that I
would be reinforcing is raising her hand if she wants to communicate. Over time, the problem
behavior will be replaced by an alternative, which is talking without disturbing other students.
This is a positive behavioral intervention that will be effective in the eventual extinction of the
problem behavior.

References

LeGray, M. W., Dufrene, B. A., Mercer, S., Olmi, D. J., & Sterling, H. (2013). Differential
reinforcement of alternative behavior in center-based classrooms: Evaluation of pre-
teaching the alternative behavior. Journal of Behavioral Education, 22(2), 85-102.