Differential Reinforcement in ABA: DRA, DRI, DRO and DRL With Session Note Examples
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What is differential reinforcement?
Differential reinforcement means reinforcing one class of behavior while withholding reinforcement for another. In behavior reduction it comes in four main forms: reinforce an alternative behavior (DRA), an incompatible behavior (DRI), the absence of the target behavior for a set time (DRO) or a lower rate of the target behavior (DRL).
Differential reinforcement reduces problem behavior by changing what earns reinforcement rather than by adding punishment. It works best when the reinforcer is the one that maintains the problem behavior, identified through a functional assessment. Petscher, Rey and Bailey (2009) reviewed 116 studies and describe DRA as one of the most common behavior analytic interventions for decreasing unwanted behavior.
The BACB RBT Test Content Outline (3rd ed.), which sets the RBT exam content from 2026, lists "Implement differential reinforcement procedures (e.g., DRO, DRA, DRI, DRL, FCT)" as task D.3. The supervising BCBA writes the procedure into the behavior plan; the technician implements it as written and records the data the plan asks for.
The four main differential reinforcement procedures
| Procedure | What earns reinforcement | Example |
|---|---|---|
| DRA | An appropriate alternative behavior that serves the same function | Learner taps a "break" card instead of pushing materials away; the break is given for the card. |
| DRI | A behavior that cannot happen at the same time as the target | Hands on the table or holding a toy, reinforced to reduce hand flapping or hitting. |
| DRO | The absence of the target behavior for a set interval | Praise and a preferred item after every 5 minutes without aggression. |
| DRL | The target behavior at or below a set rate | Reinforcement when the learner asks the same question no more than 3 times in a 30-minute block. |
DRA and DRI: teaching what to do instead
In DRA the learner earns the reinforcer for a specific, appropriate behavior, and the problem behavior is usually placed on extinction so it no longer pays off. Functional communication training, where the learner is taught to request the reinforcer that maintained the problem behavior, is a form of DRA. Petscher and colleagues found DRA with and without extinction well established for destructive behavior in people with developmental disabilities and for food refusal.
DRI is a special case of DRA in which the alternative is physically incompatible with the target, so increasing one necessarily reduces the other. Choose an incompatible behavior that is useful in the setting, not only one that blocks the target.
DRO: reinforcing the absence of behavior
In DRO the reinforcer is delivered when the target behavior has not occurred for a set interval. In whole-interval DRO the behavior must be absent for the entire interval; in momentary DRO the reinforcer is given if the behavior is not happening at the moment the interval ends. Separately, the plan says what happens to the timer after an occurrence: in resetting DRO the interval starts over, and in non-resetting (fixed) DRO the next interval starts on schedule. Intervals can also be fixed or variable in length. A common guideline is to set the first interval at or below the average time between responses at baseline, so the learner contacts reinforcement early, then lengthen it as behavior improves.
DRO does not teach a replacement behavior, and any behavior other than the target can be reinforced, including another problem behavior. Vollmer and colleagues (1993) note these limitations and compared DRO with noncontingent reinforcement; both reduced attention-maintained self-injury when the functional reinforcer was used.
DRL: reducing a behavior that is fine in moderation
DRL is used when the behavior is acceptable at a lower rate, such as asking for help, calling out or eating quickly. In full-session DRL the reinforcer is given if the total for the session is at or below the criterion. In interval DRL the session is split into intervals and each interval at or below the criterion earns reinforcement. In spaced-responding DRL a response is reinforced only if a minimum time has passed since the previous one.
Because DRL keeps some of the behavior, it is not suited to dangerous behavior. Lower the criterion gradually and record the count against the criterion each session.
What data should differential reinforcement produce?
- The target behavior, measured the way the plan specifies (frequency, rate or interval data).
- For DRA and DRI: the count or rate of the replacement behavior, and whether it was prompted or independent.
- For DRO: the interval length, whether the timer resets, the number of intervals earned and the number lost or reset.
- For DRL: the criterion in effect and the count in each session or interval.
- Any change to the interval or criterion, and who made it.
How do you write it in an ABA session note?
- Step 1: Name the procedure (DRA, DRI, DRO or DRL) and the reinforcer the plan specifies.
- Step 2: Report the target behavior data and, for DRA or DRI, the replacement behavior data.
- Step 3: For DRO or DRL, give the interval or criterion in effect and how many intervals were earned.
- Step 4: Describe how the team responded to the target behavior, as written in the plan.
- Step 5: State the next step, and leave criterion changes to the BCBA.
Example session note (fictional, for illustration only)
Fictional 97153 session, clinic, learner age 7, behavior plan for attention-maintained hitting.
Behavior plan in effect: DRA (raising hand or tapping peer’s shoulder to gain attention, reinforced with 30 seconds of play attention) plus non-resetting 5-minute whole-interval DRO for hitting during group play. Hitting: 2 occurrences in 90 minutes (3 last session), each blocked and followed by planned ignoring per plan. Appropriate attention requests: 14, of which 10 independent and 4 after a gestural prompt. DRO: 16 of 18 intervals earned; 2 intervals lost, one for each hit. No injuries. Data and graph shared with supervising BCBA; DRO interval unchanged pending review.
Common mistakes
- Choosing a reinforcer without knowing the function of the behavior.
- Running DRA without teaching the alternative behavior first, so the learner never contacts the reinforcer.
- Setting the first DRO interval longer than the learner can manage, so reinforcement is rarely earned.
- Using DRL for a dangerous behavior that should not occur at any rate.
- Recording "DRO implemented" with no interval length, number earned or number lost.
- Technicians changing the interval or criterion on their own instead of asking the BCBA.
Frequently Asked Questions
What is the difference between DRA and DRI?
In DRA any appropriate alternative behavior can be reinforced, usually one that serves the same function. In DRI the alternative must be physically incompatible with the target, such as hands in pockets instead of hand flapping. DRI is a special case of DRA.
What is an example of DRO?
A learner who scratches others receives praise and a preferred item after every 5 minutes without scratching. If the plan uses a resetting DRO, the timer starts over whenever scratching occurs. As the behavior decreases, the BCBA lengthens the interval.
When is DRL used instead of DRO?
Use DRL when the behavior is acceptable at a lower rate, such as asking questions or raising a hand. DRO targets the absence of a behavior and is used when the goal is for the behavior not to occur.
Is functional communication training a form of differential reinforcement?
Yes. Functional communication training teaches a communication response that produces the same reinforcer as the problem behavior and is generally described as a form of DRA.
Where does differential reinforcement go in a behavior intervention plan?
In the reinforcement and replacement behavior sections. The plan should name the procedure, the reinforcer, the schedule or interval and how to respond to the target behavior. The free behavior intervention plan builder lays out those sections.
Does WellNotes time DRO intervals or record behavior data?
No. WellNotes does not collect ABA data or time intervals. You enter the session details, such as DRO intervals earned and lost and replacement behavior counts, and the free ABA session note generator drafts the session note for you to review and edit.
Related ABA references and tools
Sources
- Cooper JO, Heron TE, Heward WL. Applied Behavior Analysis (3rd ed.). Pearson (Open Library record)
- Behavior Analyst Certification Board. RBT Test Content Outline (3rd ed.), RBT examination content from 2026
- Petscher ES, Rey C, Bailey JS. A review of empirical support for differential reinforcement of alternative behavior. Res Dev Disabil 2009;30(3):409-425
- Vollmer TR, Iwata BA, Zarcone JR, Smith RG, Mazaleski JL. The role of attention in the treatment of attention-maintained self-injurious behavior: NCR and DRO. J Appl Behav Anal 1993;26(1):9-21
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