Differential Reinforcement Procedures

Unit 5 Discussion Board
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Differential reinforcement procedures are pretty significant in the context of Applied Behavior Analysis (ABA) in improving desirable behavior and reducing inappropriate behavior. The major differential reinforcement procedures include Differential Reinforcement of Incompatible behavior (DRI), Differential Reinforcement of Lower rates of behavior (DRL), Differential Reinforcement of Alternative behavior (DRA), and Differential Reinforcement of Higher rates of behavior (DRH). This paper appraises each of the above procedures, explaining the impact of every procedure's two components on the occurrence of problematic and desired behavior. It also identifies personal conduct and uses differential reinforcement procedures to mitigate the problem behavior and enhance desired behavior.
DRA entails the reinforcement of a desired behavior which acts as a functional alternative in the place of problematic behavior while concealing its support. The basics of this procedure underline the presumption that problematic behavior has a particular role or purpose for the person. In this vein, the reinforcement of desired behavior serving a similar function can reduce the re-happening of the problem behavior significantly (Johnson et al., 2017). Campanaro et al. (2020) support these assertions by arguing that DRA augments social interaction, academic skills, and communication with children struggling with Autism Spectrum Disorder (ASD).
Accordingly, DRI encompasses the reinforcement of behavior that cannot combine with the problem behavior while holding back its support. Incompatible behavior refers to behavior that is nearly impossible to execute concurrently with the problem behavior (Cooper et al., 2020). For instance, reinforcing a seven-year-old boy for keeping his hands intact in his pocket while at the same time ignoring that hand-keeping behavior reduces hand-beating behavior in autistic children. Moreover, DRH entails reinforcing behavior that happens at a higher rate while retaining behavior reinforcement that occurs at a lower rate. DRI's pillars presume that behavior happening at a higher rate is incredibly reinforcing instead of behavior at a softer pace. Hence, reinforcing behavior at a higher rate decreases the chances of lower rates of behavior occurring again (Campanaro et al., 2020). DRH enhances academic skills, self-care, and physical activity in people with ASD.
Lastly, DRL is the reinforcement of behavior at a significantly lower rate while holding on to higher rate-behavior support. DRL assumes that behavior at a relatively lower rate is significantly reinforcing compared to that at a higher r...