Applied Behavior Analysis (ABA) therapy uses evidence-based techniques to shape behavior in meaningful ways, and differential reinforcement is one of the most widely used. The idea is simple: reinforce the behaviors you want to see more of, and stop reinforcing the ones you want to reduce. In practice, several distinct types of differential reinforcement exist, each suited to different situations.

This guide covers the three most commonly asked about (DRI, DRO, and DRA), the two closely related ones (DRL and DRH), how to choose between them, and specific examples for RBTs and parents.

DRI vs DRO vs DRA at a Glance

Before the details, here is the direct side-by-side comparison.

The rest of this guide walks through each type in detail, adds DRL and DRH, and gives specific guidance on choosing between them.

The Basics of Differential Reinforcement

Differential reinforcement works on a clear idea: behaviors that get reinforced are more likely to happen again, and behaviors that stop getting reinforced tend to fade. You help the person distinguish between more and less appropriate behaviors by reinforcing only the ones you want to see grow.

This approach is particularly useful for autistic children and other individuals with developmental disabilities who may exhibit challenging behaviors. By understanding why a behavior is happening, therapists can identify better replacement behaviors that meet the same need in a more socially appropriate way.

Key Principles of Differential Reinforcement

Three principles underlie every form of differential reinforcement:

• Identify the target behavior you want to reduce and the desired behavior you want to increase.
• Choose a replacement or incompatible behavior that serves the same function or blocks the unwanted one.
• Deliver reinforcement consistently and immediately when the desired behavior occurs.

Consistency is critical. Inconsistent reinforcement can accidentally strengthen the wrong behaviors.

What is DRA (Differential Reinforcement of Alternative Behavior)?

Differential Reinforcement of Alternative Behavior (DRA) reinforces a specific appropriate behavior that meets the same need as the unwanted behavior. It is one of the most durable behavior change strategies because it doesn't just reduce a behavior; it teaches a functional replacement.

Consider a child who throws toys when frustrated. Simply ignoring the toy-throwing doesn't address the underlying need to communicate frustration or escape a difficult task. A DRA approach would teach the child a better way to signal frustration, such as using words to say how they feel, taking deep breaths, or asking for a break. As the alternative behavior gets consistently reinforced, the child learns to meet their needs in a more appropriate way, and the toy-throwing typically decreases.

DRA in the Real World

DRA is not just for clinical settings. Parents, teachers, and caregivers use it every day, often without naming it.

• A teacher notices that a student often calls out answers instead of raising their hand. The teacher praises and calls on the student only when they raise their hand.
• A parent wants their child to ask for snacks nicely instead of whining. The parent ignores the whining but immediately gives the snack when the child asks appropriately.
• A therapist working on a skill like tying shoes rewards each small step in the correct direction, gradually shaping the full skill.

The consistency is what makes DRA work. The alternative behavior has to reliably produce the reinforcement, and the unwanted behavior has to reliably not produce it.

What is DRI (Differential Reinforcement of Incompatible Behavior)?

Differential Reinforcement of Incompatible Behavior (DRI) reinforces a behavior that physically cannot happen at the same time as the unwanted behavior. This is different from DRA, which reinforces any functionally appropriate alternative; DRI specifically requires that the reinforced behavior make the unwanted behavior physically impossible.

For a child who repeatedly leaves their seat during instruction, an incompatible behavior might be sitting with their hands folded on the desk. The child cannot get up while also actively keeping their hands on the desk in a reinforced position. By consistently reinforcing the folded-hands behavior, the incompatible behavior becomes more common and the leaving-seat behavior tends to decrease.

DRI works particularly well for behaviors that are automatically reinforced (behaviors the person does because they feel good internally, like stimming or certain repetitive movements) since blocking the physical possibility of the behavior removes its opportunity to occur.

DRI Examples in Practice

• A child who bites their nails is reinforced for chewing gum (the mouth cannot do both).
• A student who fidgets by tapping loudly on the desk is reinforced for using a small quiet fidget item they hold in their hand.
• A child prone to running from the classroom is reinforced for staying seated in a designated "focus chair" with a preferred activity.

Note: An earlier version of this guide referenced a general clinical example about hand-flapping and hand-clapping without a full published citation. That specific study reference has been removed to avoid citing a source that cannot be verified.

What is DRO (Differential Reinforcement of Other Behavior)?

Differential Reinforcement of Other Behavior (DRO) takes a different approach. Instead of reinforcing a specific alternative or incompatible behavior, DRO reinforces the absence of the target behavior for a defined interval of time. Any other behavior during that interval, essentially, gets rewarded.

If a child frequently throws tantrums for attention, a DRO plan might reinforce the child every 5 minutes that a tantrum does not occur. The specific "other" behavior doesn't matter; the reinforcement is contingent on the absence of the tantrum.

How DRO Differs from DRI and DRA

• DRA reinforces a specific functionally equivalent alternative.
• DRI reinforces a specific behavior that blocks the unwanted one.
• DRO reinforces any behavior other than the unwanted one, during a set time period.

DRO is flexible. It works well when a specific alternative is hard to identify, or when the unwanted behavior is not particularly frequent to begin with. It is less directive than DRA or DRI, but for many situations, it is enough.

DRO in Practice

If a child often makes loud noises during quiet reading time, a DRO plan might involve praising the child every five minutes they stay quiet and focused, no matter what else they are doing. The consistent reinforcement for being quiet gradually reduces the loud noises over time.

DRO combines well with other approaches, like functional communication training. Reinforcing the absence of a challenging behavior while separately teaching a more appropriate communication skill often produces faster and more durable results than either approach alone.

Other Types: DRL and DRH

Beyond DRI, DRO, and DRA, two other differential reinforcement procedures come up regularly in ABA practice.

Differential Reinforcement of Low Rates of Behavior (DRL)

Differential Reinforcement of Low Rates of Behavior (DRL) reinforces a reduction in the frequency of a behavior rather than its complete elimination. This works well for behaviors that aren't harmful in themselves but occur too often. The goal is to reduce the rate to an acceptable level over time.

Example: A student who calls out during class 15 times per lesson is reinforced when they call out fewer than 5 times per lesson. Over time, the criterion is gradually lowered further. DRL is often used for behaviors like frequent question-asking, repeated requests for reassurance, or excessive checking behaviors — behaviors where the goal is reduction rather than elimination.

Differential Reinforcement of Higher Rates of Behavior (DRH)

Differential Reinforcement of Higher Rates of Behavior (DRH) is the reverse. It reinforces an increase in the frequency of a desired behavior. This is useful when the goal is to build stamina, increase engagement, or strengthen a behavior that currently occurs too rarely.

Example: A student who typically completes 2 math problems in 10 minutes is reinforced when they complete 5 or more in 10 minutes. DRH is commonly used for building on-task duration, increasing productive academic behaviors, and strengthening engagement with skills the student can do but often skips.

Comparative Analysis: DRA, DRI, DRO, DRL, and DRH

All five procedures share the same foundation: they use positive reinforcement to shape behavior, and they treat the antecedents and consequences around a behavior as the primary levers of change.

Where they differ is in what gets reinforced.

• DRA reinforces a specific functional alternative.
• DRI reinforces a specific incompatible behavior.
• DRO reinforces the absence of the target behavior over time.
• DRL reinforces a reduced frequency of the target behavior.
• DRH reinforces an increased frequency of a desired behavior.

The right choice depends on the specific behavior, its function, the setting, and the individual's needs and preferences. The next section walks through that decision.

Quick DRO, DRA, and DRI Examples for RBTs and Parents

Short examples for the situations that come up most often.

DRA (Alternative Behavior) Examples

• Praise a student for raising their hand instead of calling out
• Give a snack when the child asks nicely, not when they whine
• Reward using words to say "I need a break" instead of running away from the task

DRI (Incompatible Behavior) Examples

• Reinforce keeping hands folded on the desk (incompatible with hand-flapping or hitting)
• Reinforce chewing sugarless gum (incompatible with nail-biting)
• Reinforce holding a small object with both hands (incompatible with throwing things)

DRO (Absence of Behavior) Examples

• Praise the child every 5 minutes they stay in their seat, no matter what else they do
• Give a token every 10 minutes without loud vocalizations
• Reward each 3-minute interval without hitting

These are starting points, not prescriptions. The right time interval, reinforcer, and criterion depend on the individual child and the specific behavior. A BCBA can help calibrate.

How Do You Choose Between DRI, DRO, and DRA?

There is no one right answer. The best differential reinforcement strategy depends on several factors.

Factors to Consider

• Type of behavior. If the behavior can be blocked by a specific incompatible action, DRI often works well. If the behavior serves a clear communication or function need, DRA is often the strongest choice. If you want to reduce a behavior but no clear alternative is obvious, DRO can be a good starting point.
• Function of the behavior. Behaviors that serve to access attention, escape a task, obtain a tangible item, or meet a sensory need each call for different approaches. A functional behavior assessment (FBA) helps identify the function before selecting a strategy.
• Skill repertoire. Does the person already have a functionally appropriate alternative in their skill set, or does one need to be taught? DRA works better when the alternative is teachable and functional.
• Setting and staffing. DRO requires consistent monitoring across a time interval. DRA requires consistent reinforcement of the alternative every time it occurs. Both require caregivers or staff who can implement reliably.
• Age and cognitive ability. More complex plans work better for older or higher-verbal individuals. Simpler plans with clearer contingencies work better for younger children or those earlier in skill development.

Tailoring to Individual Needs

Every child is different, and even similar behaviors may have different functions in different children. Working with a Board Certified Behavior Analyst (BCBA) is the single most important step in choosing the right approach.

A BCBA can conduct or review a functional behavior assessment, help identify realistic alternative or incompatible behaviors, calibrate the reinforcement schedule, coach caregivers on implementation, and adjust the plan based on data over time. Differential reinforcement is a technique, but the plan that surrounds it is what makes it work.

Strategies for Successful Implementation

For any differential reinforcement plan to succeed, it has to be implemented consistently and correctly.

Best Practices for ABA Practitioners

Successful implementation starts with a thorough behavior analysis by a qualified BCBA who identifies why the behavior is happening and locates suitable replacement or incompatible behaviors. Differential reinforcement is also a common strategy in a formal Behavior Intervention Plan (BIP), so the same principles that guide plan development apply.

Data collection is essential throughout. By tracking frequency, duration, and intensity of both the target behavior and the reinforced behavior, practitioners can see whether the plan is working and make informed adjustments.

Consistent communication with parents, teachers, and everyone else involved in the child's care is also critical. Everyone needs to be reinforcing (and not reinforcing) the same behaviors. Inconsistency across environments is one of the most common reasons plans fail.

Common Challenges

• Extinction bursts. When reinforcement for the target behavior is withdrawn, the behavior often increases briefly before decreasing. Practitioners and caregivers need to be prepared for this and stay consistent.
• Accidental reinforcement. If the target behavior sometimes still produces the reinforcer (a whining child who gets attention once out of ten times), the behavior can strengthen. Consistency is everything.
• Generalization. A behavior change built in one setting may not automatically transfer to others. Building the plan across multiple settings, or gradually transferring it, is often necessary.
• Time and patience. Behavior change is rarely immediate. Plans often need weeks or months to show meaningful, durable results.

Our ABA therapy services team, including in-home ABA therapy, works with families across Maryland and Virginia to implement differential reinforcement plans consistently across home and community settings.

Ethical Considerations in Using Differential Reinforcement

Differential reinforcement is a powerful tool, and using it responsibly matters. The well-being, dignity, and rights of the individual must remain the priority throughout.

Key ethical principles:

• Prioritize positive reinforcement over punishment. Differential reinforcement is fundamentally a positive strategy. Interventions should be the least restrictive and most supportive option that can effectively address the behavior.
• Informed consent. Before starting any plan, the individual (where possible) and their caregivers should understand the procedure, potential benefits, risks, and alternatives, and provide informed consent.
• BCBA oversight. A Board Certified Behavior Analyst should design and supervise all plans, ensuring they are grounded in ethical practice and current professional standards.
• Choose reinforcers thoughtfully. Reinforcers should be ethical, culturally sensitive, and meaningful to the individual. Avoid using access to basic needs as leverage.
• Watch for unintended consequences. Sometimes differential reinforcement plans can accidentally reinforce related but unwanted behaviors. Regular data review helps catch this early.
• Ongoing monitoring and adjustment. Plans should be reviewed regularly and adjusted based on data. Stagnant plans or plans that produce concerning side effects need revision.
• Consult when in doubt. When ethical questions arise, seek guidance from supervisors, ethics committees, or professional organizations.

Punishment-based procedures are generally not part of ethical modern ABA practice. The emphasis stays on reinforcing what you want to see and teaching functional replacements for what you don't.

Conclusion

DRI, DRO, and DRA are three of the most useful differential reinforcement procedures in ABA therapy, each with its own strengths and best-fit situations. DRL and DRH add flexibility for behaviors where the goal is a change in frequency rather than presence or absence. Choosing the right procedure, implementing it consistently, and keeping ethical practice front and center is what turns technique into meaningful, durable behavior change.

All Star ABA is your premier choice for exceptional ABA therapy in Maryland and Virginia. Our team of skilled, compassionate BCBAs and RBTs uses evidence-based approaches, including differential reinforcement, to help individuals with autism spectrum disorder achieve their full potential. If you have questions about differential reinforcement, behavior intervention plans, or how ABA therapy could support your child, contact us today.

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