Week 14

Differential Reinforcement procedures for Access & Escape Functions 42 pgs 8 pages each
Ele: 1-8
Lori: 9-16
Jess:17-24
Nikki:25-32
Nicole: 33-42

Reading:
Differential Reinforcement procedures for Access & Escape Functions

Pgs. 1-8
Ele Kozman

Key concepts:
Differential positive - When the MO is in a deprived state, differential positive
reinforcement reinforcement techniques are used, while differential negative
reinforcement procedures are used when the MO is in an
New key concept: unpleasant condition.
Differential negative - Some (DRA) produce reinforcement for a particular, desirable
reinforcement target behavior, while others (DRA) produce reinforcement for the
absence of such a target behavior.
New key concept: - When a student refrains from engaging in a target behavior, the
DRA DRO schedule offers a reinforcer; in other words, the absence of
the issue behavior results in a reinforcer.
New key concept: - By offering a contingent reinforcer for the absence of the target
DRO behavior within a predetermined window of time, the DRO lowers
the frequency of a troublesome behavior.
New key concept: - DRO interval: The presence of the target behavior results in
DRO interval reinforcement, whereas its absence causes reward to be delayed for
the duration of the DRO interval.
New key concept: - The initial interval duration for the DRO is not chosen at random
DRH and is not set at a value you may think is reasonable, like 25
minutes. Program failure can frequently result from an arbitrary
choice.
- Program failure can frequently result from an arbitrary choice.
- Analyzing the baseline data is necessary to choose an appropriate
DRO period.
- We gradually lengthen the subsequent DRO interval as we
experience success with the original
- We gradually lengthen the subsequent DRO interval as we
experience success with the original DRO interval.
- A program called the differential reinforcement hierarchy (DRH)
gradually accelerates the rate of a desired behavior. This is
achieved by offering a contingent reinforcer when the student
exhibits the desired behavior at or above a specific frequency level
for a predetermined amount of time.
- The DRH is effective when an existing appropriate behavior is
occurring, but not at a reasonable level.
Questions:
- Why is it crucial to gather baseline data while thinking about a
 DRO?
- How can DRO decrease target behavior?

Summary:
The author began by explaining positive and negative differential reinforcement. DRA, DRO and DRH
were explained by the author. Every type of the differential reinforcement was described and the uses of
each and how one should use it.

READING: Differential Reinforcement procedures for Access & Escape Functions

Pgs. 9-16

Lori Gordon

KEY CONCEPTS: NOTES:

DRH
- DRH is a differential reinforcement program that progressively
increases the rate of a desired behavior
- DRH provides contingent reinforcement when student performs a
desired behavior at or above a certain frequency level in a
designated period
- A DRH schedule provides a reinforcer to individual for performing
desired behavior at a minimal level of occurrences, and
reinforcement is withdrawn when desired behavior is not reached
at that level
- Effective when an appropriate behavior is already occurring, but
not at a reasonable level
- Example: student completes 6/10 math problems shows
that student can perform the task, but it is not at the
appropriate level for his grade
- Teacher must increase level of task performance to be
more grade-appropriate

Procedure - DRH procedures for implementation:

- 1. Identify appropriate behavior desired
- 2. Identify positive reinforcer to be used
- 3. Collect baseline data of frequency of behavior prior to
DRH implementation
- 4. Identify behavioral standard for reinforcement based on
results of baseline data
- 5. If child achieves behavioral standard, reinforcer should
be delivered. If behavioral standard is not reached,
reinforcement should not be delivered.
- 6. Evaluate effectiveness of DRH program
- 7. If child achieves success in reaching initial criterion,
behavioral standard should be increased for next several
weeks
- 8. Progressive changes should continue for behavioral
standard until child achieves desired level of appropriate
 behavior

Determining Behavioral
Standard for DRH
- Not simply determined at a value one may perceive as “fair”
- Find a reasonable start point
- The initial value selected as behavioral standard should be function
of collected baseline data
- Example: selecting a behavioral standard for initial DRH
of ten or more would most likely result in the student not
earning the desired reinforcer very often (or at all)
- Baseline data helps to determine initial behavioral standard, as
well as any alterations of behavioral standards over time

DRL - Differential Reinforcement of Low Rate Behavior

- Involves criterion level for reinforcement that is set at a designated
low rate/level of the target problem behavior(s)
- Reinforcement is delivered if the level of behavior falls at or below
the designated criterion level for the designated period
- If the rate of the behavior across the designated period goes above
the maximum level, then no reinforcement is delivered
- DRL program requires rearrangement of contingencies that
progressively decrease the level of target problem behavior

Procedures - DRL program procedures:

- 1. Identify target behavior to decrease
- 2. Identify reinforcer to deliver
- 3. Collect baseline data on frequency of problem behavior
prior to implementation of DRL
- 4. Identify behavioral standard for reinforcement based on
obtained baseline data
- 5. If child achieves behavioral standard by not exceeding
maximum rate of target behavior, reinforcement is
provided. If child does not reach behavioral standard, no
reinforcement is delivered
- 6. Evaluate effectiveness
- 7. If child achieves success in reaching initial criterion,
behavioral standard should be progressively decreased for
next few weeks
- 8. Progressive changes should continue for behavioral
standard as child achieves desired level of behavior
Questions:
Can a DRH and DRL be used at the same time for an individual during a
period of time for different behaviors?

Summary:
DRH and DRL are both behavioral programs used for different types of behaviors. A DRH
looks at target behaviors that need to be utilized appropriately and increase, such as task engagement
or performance completion. A DRL looks at target behaviors that need to decrease in order to obtain
an appropriate level, such as disruptive behaviors. For both programs, the target behavior must be
identified, as well as an appropriate reinforcer specific to the individual. Baseline data collection must
always be obtained prior to program implementation for reference as to whether or not the program
is showing progress. As with any behavior change program, ongoing analysis and modification is
most important to achieve optimal results.

READING:

Pgs. 17-24

Jess Sweet

KEY CONCEPTS: NOTES:

Behavioral Standards for DRL (Low Rate)
Behavioral Standards *involves criterion level for reinforcement that is set at some designated
low rate (or level) of the target problem behavior
*If the rate of behavior across designated time span goes above the
maximum level, reinforcement is not delivered.
*Typically used for clients with high levels of problem behavior due to
progression of alterations of behavioral standard to gain access to
reinforcement

- Not arbitrarily chosen

- be a function of the collected baseline data
- Baseline Data
- Assist user in determining current frequency average in
the absence of systematic reinforcement
- Visualization of frequency across data e.g. high and low
sessions across six

Hypothetical Example Hypothetical Example: Loud Talking

- Implemented self monitoring system during group activities

- During training days, student learns how to monitor behavior.
- Established by baseline of 4 incidents per day.
- If student marks four or less marks per period, he earns three stars.
- If the student goes above 5 marks, does not receive three stars.
- Can trade stars in at end of week for time with an instructional
assistant, playing a computer game.
- Each star translates to one minute of time.
- Teacher spot checks student for accuracy
- Failure to mark, results in additional marks on the card.

EXAMPLE Behavior Plan

Target behavior(s): Loud talking, measured as any instance in which

someone on the opposite side of the classroom can hear Johnny during
group cooperative learning activity time.
Measurement of Target behavior: Frequency count. Each instance will be
counted and pointed out to Johnny to soften his voice.
Baseline data: Between two to eight occurrences, mean of four over a
two-week period during cooperative group activity time
DRL initial standard: Four or fewer occurrences
Self-monitoring component: Teach the client to identify the occurrence of
 loud talking. Each instance Johnny will be told when such behavior occurs
for a one-week period. Following that one-week period, the self-monitoring
training will commence. He will learn how to record such instances by the
teacher’s delaying by five seconds her appraisal of loud talking. This will
give him an opportunity to identify such an instance and record it on the
data form. Review the self-monitoring data at the end of the period to
determine if he is within the DRL-A standard. Provide agreed upon
reinforcer if Johnny achieves his target.
Target Behavioral Goal: One or fewer instances per period for three
consecutive weeks.

2nd Hypothetical Example: Verbal Outbursts and Tantrums

Hypothetical Example
- In response to supervisor corrections of student work
- Ten Day Baseline: 3-7 verbal outbursts per day
- DRL Standard: 5 or fewer instances per day
- If meets standard: receives 5 points toward Friday special activity
with friend during afternoon recess
- Requires 20 points
- After 8 days of DRL, rate went below standard.

Questions:
How is a DRL similar to a DRO? How is it different?
How does the behavioral consultant progressively alter the rate of the target
behavior when using a DRL program?
What can happen when the behavioral standard for the DRL is arbitrarily
set without collecting baseline data?
Describe how you might set up a DRL program for a student’s unauthorized
chatting with fellow students. Would you use it for just one student, or
could your plan entail a DRL for him and his peers?

DRA Differential Reinforcement of Alternative Behavior

- Addresses behavior by producing contrived reinforcers when

designated alternate occurs
- Specific to increasing appropriate behavior
- Reinforces occurrence on fixed ratio one schedule
- Once base rate of performance of alternate behavior established,
DRH can be set.

Procedures Procedures for DRA

(1) Identify alternative behavior(s) that will produce reinforcer.
(2) Identify reinforcer to be delivered (functional would be better
than contrived).
(3) Collect baseline data on the frequency of this alternate
behavior within the designated period prior to implementing the
DRA program.
(4) Implement the program by providing the reinforcer whenever
the behavior occurs (in some cases, prompting methods might be
required to get the behavior to gain some level of occurrence to
reinforce).
(5) Evaluate the effectiveness of the DRA program to produce a
reliable rate of the alternate behavior while reducing the rate of the
targeted problem behavior.
Hypothetical Example 1 Hypothetical Example 1

Request for Help

Severe intellectual disability with autism
- Exhibits problem behaviors when needing help with difficult task
- Does not ask appropriately for help
- Instead, throw a tantrum, banging desk, screaming, and throwing
work on floor.
- Contrive situation where student needs help, right before behavior
or as student needs help, teacher gestures to student to request help
through vocal or nonvocal prompting)

Procedures Procedures for Teaching a Request for Help

1. Provide child with task that is difficult for him or her to perform
independently, and instruct the child to begin task.
2. Time delay (0 - 2 seconds) a general prompt, “Anything wrong?”
3. If a request for help (e.g., a vocal response, sign or other form of
communicating help) does not occur, provide general prompt.
4. If a non-vocal request for help does not occur in response to
general prompt, physically guide the child to produce the manual
sign or point to an appropriate symbol.
5. If vocal request does not occur, model request, e.g., “help” or
“help, please.”
6. Reinforce request (vocal or nonvocal) for help by providing
effective help to the child.
7. Across opportunities, provide less guidance until “help” response
occurs independently upon presentation of difficult or ambiguous
task instruction.
8. Use many different tasks and situations requiring help in teaching
a generalized skill of requesting help. (9) Consider developing
appropriate attention-getting behaviors in conjunction with this
skill.

Summary:

This section discussed the procedures of DRA and DRL. Cipani provided hypothetical examples and
procedures for both DRL and DRA that could be seen or occur in real situations. These examples reviewed
behaviors such as loud talking, verbal outbursts and tantrums, and asking for help.

READING:

Pgs. 25-32

Nikki Johnson

KEY CONCEPTS: NOTES:

Summary:
READING: Differential Reinforcement procedures for Access & Escape Functions
Pgs. 33-42

Nicole Wakeley

KEY CONCEPTS: NOTES:

-DRH-E (escape) -DRH-E is a differential reinforcement program that progressively increases

the rate of a desired behavior by allowing the child a predetermined
minimal rate of the target behavior in order to escape the currently existing
aversive event
-The DRH-E schedule is the same procedurally as the DRH except the
reinforcer is the termination of the aversive event
-When the level of behavior matches or exceeds the designated criterion
level repeatedly, the teacher can set a higher DRH standard. This allows the
teacher to increase gradually the rate of acceptable behavior
-DRA-E addresses behavior problems by developing an alternate more
appropriate behavior to escape an aversive condition
-DRA-E is specific to increasing an appropriate behavior by negatively
-DRH-A (attention) reinforcing its occurrence on a fixed-ratio one schedule
-Once the DRA-E establishes some base rate of performance of the
alternate behavior, the clinician or teacher might set a DRH-E
-The use of differential reinforcement procedures as behavior reduction
procedures can be of significant aid to the classroom teacher
-teacher can be -the teacher can deploy the designation of a contrived reinforcement
successful contingency and be successful
-The teacher must take steps to ensure that access to the reinforcer or escape
from the aversive condition will be powerful enough to exert its effect on
the display of the problem behavior.

-Do the different types of differential reinforcement procedures work

interchangeably?

Summary: My portion of notes was focused on DRH-E, and DRH-A. One which is
more focused on escape, and the other on attention. It talked about the different
ways teachers can implement these strategies to be successful.
Nickysha Johnson ABA 604: Behavior Assessment

Differential Reinforcement procedures for Access & Escape Functions.pgs 25-32

Key Concepts Notes and Questions

Reinforcing appropriate Some students are not able to request attention from staff
attention-getting appropriately
behavior
They will wait for staff to look at them and then the staff will
prompt them through making their request

There is an example of how to teach this type of manding/ a DRA

Staff/teacher teach the student how to tap staff on the shoulder, to
gain that staff’s attention

Steps to teaching Ensure the student has the skill to request in their repertoire or
attention- getting teach them this skill
behavior Ensure that the client wants or needs something by withholding
it, or ensure that the client desires termination of some event by
being presented with it and then leaving.
Do not face the child, and then gesture to him or her to tap you on
the arm/shoulder
Contingent upon the child tapping your arm (each time), turn and
face the child and ask, “What do you want?”
Reinforce the child's request by providing the desired item or
removing the undesired item or event.
After repeating the skill in discrete trials, start to move one to two
feet away; then gesture for the child to tap your arm.
Reinforce the child's chain of behaviors Involving walking toward
you and tapping you on the arm by saying, “What do you want?”

Differential negative
reinforcement Can be used when needing to remove an aversive event or stimulus

This provides a negative reinforcer when the child does not engage
DIFFERENTIAL in the problem behavior, the child’s absence of problem bx, results
REINFORCEMENT OF in the removal of the aversive stimuli or event, this allows the
OTHER BEHAVIOR – child to escape
ESCAPE (DRO-E) If the child engages in the problem bx, the DRO-E interval is reset

A DRO used for increasing In seat bx

Grandma’s rule If the child is in seat for a certain period of time the Premack
principle contingency is applied, if you do this then you can do
this, the child is then allowed to get out of seat on a contingency
If the child engages in out of seat behavior, the DRO interval is
reset

Identify target problem behavior(s) to decrease.

Steps for DRO procedure Identify antecedent conditions that currently provide for escape for
the target behavior.
Collect baseline data on the frequency of this behavior within the
designated period
Identify the initial behavioral standard for reinforcement (DRO-E
interval)
If the child refrains from engaging in the target behavior for the
interval length, terminate the aversive condition immediately by
allowing him or her to escape with permission.
If the child engages in the target behavior, provide immediate
feedback and reset the timer for the full DRO-E interval

How long should the baseline data that are used for the DRO program are collected for
DRO-E interval be? the DRO-E program