G.2 Design evaluate differential reinforcement procedures with and without extinction

Before attempting to decrease a behavior, it is important to consider the following factors:

1. Do the student and those responsible for the student wish to reduce that behavior?

2. Is it necessary to reduce that behavior?

3. What benefits will be gained by doing so?

If the student or their caregivers do not want to reduce the behavior, then no attempt should be made to do so. It is also essential to assess whether the behavior truly requires intervention or if it could cause harm.

Example, if a student bangs their head to gain attention, it is first necessary to determine whether attention is the real need. If so, then it is important to teach a more appropriate way to seek attention.

Differential reinforcement is a key technique in behavior modification and can take various forms depending on the objective and the behavior being addressed. Here is a brief description of some common types of differential reinforcement that can be implemented with or without extinction:

Type	What It Does	Example
DRA Differential Reinforcement of Alternative Behavior	Rewards better choices to replace bad behavior.	If a child interrupts to get attention, reward them when they raise their hand instead.
DRO Differential Reinforcement of Other Behaviors	Rewards when the bad behavior doesn’t happen.	If a student throws objects, praise them for not throwing anything during a 10-minute period.
DRL Differential Reinforcement of Low Rates of Behavior	Rewards when the behavior happens less often.	If a child shouts too much, reward them when shouting is reduced to 3 times instead of 10.
DRH Differential Reinforcement of High Rates of Behavior	Rewards when the behavior happens more often.	If a student rarely talks during group activities, praise them for participating more.
DRI Differential Reinforcement of Incompatible Behavior	Rewards actions that can’t happen with bad behavior.	Reinforce walking in the hallway to replace running.

Extinction and Reinforcement Techniques

• Extinction Combined with Differential Reinforcement Extinction is effective when paired with differential reinforcement. Example, stop reinforcing screaming and instead reward appropriate requests for attention.

• Functional Communication Training (FCT)Teach students better ways to express needs. Example replace head-banging with raising a hand for attention.

• Noncontingent Reinforcement (NCR)Provide reinforcement regularly, regardless of behavior, to reduce problem behaviors. Example, give attention every 10 minutes without requiring disruptive actions.

Strategy	What It Does	Example
Extinction + DRA	Stops reinforcing bad behavior, rewards alternatives.	Stop reinforcing screaming, reward polite requests for attention.
FCT	Teaches appropriate ways to communicate needs.	Replace head-banging with raising a hand for attention.
NCR	Provides reinforcement regularly, regardless of behavior.	Give attention every 10 minutes to reduce attention-seeking disruptions.

When applying differential reinforcement procedures, it is important to:

• Identify alternative or desired behaviors that can be reinforced.

• Be consistent with the use of extinction and reinforcement.

• Ensure that the reinforcer used is meaningful to the student.

• Continuously evaluate the effectiveness of the procedure and make adjustments as necessary.

Differential reinforcement techniques, combined with extinction, are powerful tools for reducing problematic behaviors and teaching more appropriate ones. Whether reinforcing alternative behaviors, reducing the frequency of unwanted behaviors, or teaching new forms of communication, it is essential to tailor interventions to the individual needs of the student. Parents and teachers, by working together in this process, can create a more positive and effective learning environment.