Example: If a child is constantly touching his neighbors during play time, he could be encouraged by reinforcements for keeping his hands in his lap or sitting on them. Differential Reinforcement of Lesser Rates of Behavior DRL — is the reinforcing of periods of time in which the child exhibits the behavior at a predetermined lesser rate.
Example: When a child stands up in class ten times in an hour, he can be reinforced by standing only five times in an hour. Variations When Using Differential Reinforcement.
There are at least 3 variations to keep in mind when using DRO. Reinforcement is made contingent on the non-occurrence of the target behavior throughout the specified period of time. Reinforcement is given only after no instances of the target behavior occur during the entire interval.
In many instances, it is desirable to break down sessions into smaller intervals of time. Example: We may want to reinforce John during the English lesson rather than wait until the end of the period.
In this situation, it may be wise to provide reinforcement during smaller intervals of time within the period. The teacher may want to use DRO for completing specified academic work. Differential reinforcement techniques are designed to decrease instances of problem behaviors by:. When differential reinforcement is used consistently, student behaviors that are reinforced will increase, and student behaviors that are not reinforced will decrease or be eliminated entirely.
A teacher who guides a student to engage in a behavior e. The act of reinforcing a desired response in the presence of a specific stimuli, while not reinforcing undesired responses in the presence of other stimuli.
Many school districts employ behavior specialists to assist teachers dealing with disruptive or non-compliant student behaviors. Because behavior specialists often use terminology and abbreviations to describe various types of differential reinforcement, we have included those terms and abbreviations in this module to help you to familiarize yourself with them.
Listen now as Joe Wehby explains more about differential reinforcement and how it might be used to control classroom behavior time: View Transcript. Transcript: Joe Wehby, PhD. There are many ways that teachers can control and manage the behavior of students in his or her classroom.
One unique strategy is something called differential reinforcement. In a nutshell, differential reinforcement is a strategy in which the teacher provides positive feedback for those behaviors that he or she would like to see in the classroom, and does not provide feedback or ignores those behaviors that she does not want to see.
There are three basic types of differential reinforcement that we might see in classrooms:. Those are three different strategies or three ways to implement differential reinforcement procedures to manage behavior.
The nice thing about differential reinforcement in general is that it provides a strategy for teachers to attend to those appropriate behaviors and systematically allows he or she to ignore problem behavior that they may have been attending to previously.
Reinforce the student for engaging in the target behavior less often. Used for positive behaviors that occur too frequently. Example: Student is rewarded for limiting the number of questions she asks during reading to 3 versus 8. The differences among the three types of differential reinforcement can be somewhat subtle.
The most important thing to remember is to focus on the overall process of how differential reinforcement works. If you wish to decrease an unwanted behavior, it is important to know how often that particular behavior is occurring; that way, a teacher can verify whether any behavioral intervention is, in fact, having an effect. For example, Ms. Click to hear what Ms. Johnny can ask for a break, he can flip a break card over on his desk, he can work for x amount of minutes then earn a break for x amount of minutes, etc.
When using DRA, adults must explicitly teach the child the alternative or replacement behavior and must continue to practice it often. Reinforcement must be given consistently for it to work effectively. This type of reinforcement is very similar to DRA, although adults should use DRI when a child engages in inappropriate and appropriate behavior simultaneously.
A perfect example of this is if Johnny has the habit of raising his hand while calling out; the teacher will want Johnny to learn to raise his hand without calling out at the same time. Each time Johnny continues to call out, the teacher will ignore him even if his hand is raised. He will only be reinforced however the teacher chooses to when he raises his hand without calling out. This type of reinforcement is a bit different in that the adult will choose a time interval to use when providing a reinforcement.
Any reinforcement is withheld for inappropriate behavior like in DRA and DRI, but the reinforcement for appropriate behavior is given for any other behavior in a specific time. For example, a teacher is having difficulty with Johnny during morning chores in that he walks around the classroom and disturbs other students working on their chores instead of doing his.
If the task is still taking place, the teacher will reset the timer and go again. If the timer goes off and Johnny is wandering around or bugging another student, obviously he will not be reinforced. This type of differential reinforcement can be very tedious and time consuming if there are not enough adults in the classroom and someone who can manage the timer as well as provide the reinforcement.
The specific example that Applied Behavioral Analysis Edu gives on their site is:. A child who repeatedly washes his hands before lunch. In this case, the teacher wants the child to wash his hands, but not more than once before lunch.
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