Could reinforcement help reduce behavior that disrupts learning, safety, or daily routines? Differential reinforcement is a well-established ABA approach. The one major evidence review of the differential reinforcement included 58 single-case-design studies. Participants included children from early childhood to young adulthood.
DRO or Differential Reinforcement of Other Behavior targets times when a specific behavior does not happen. Reinforcement occurs when the set DRO criterion is achieved. DRO does not require one specific replacement response. Clear measurement matters.
Parents will likely hear words like whole-interval DRO, momentary DRO, DRA, DRI, extinction and variable-interval. Those terms can have a more complex meaning than the simple concept. Implementation is influenced by the length of intervals, reinforcer type, behavior function, and data. Individualization is essential.
How DRO Fits Within Differential Reinforcement in ABA
The Basic Differential Reinforcement Principle
Differential reinforcement is a method that makes reinforcement available under one set of behavioral conditions and not under another. Its goal might be to enhance a helpful response or extend behavior where an interfering behavior is not occurring. ABA professionals select the contingency using assessment information and the learner’s needs. Differential reinforcement ABA plans should be measurable and tied to meaningful goals.
Key elements include:
- a clearly defined behavior
- a reinforcement contingency
- ongoing data collection
- changes based on the learner’s response
What Makes DRO Different
DRO requires a planned criterion for absence of the target behavior for reinforcement to occur. A pure DRO arrangement does not require one exact replacement response. Many different behaviors could occur while the target response is absent. Clinicians are thus alert for unintended changes rather than assuming that “anything else” is helpful.
Parent takeaway
- DRO focuses on nonoccurrence of the target behavior.
- DRA and DRI focus on reinforcing particular behaviors instead.
How DRO Works in ABA Therapy
Target Behavior and the Absence Criterion
A DRO ABA therapy plan starts with an observable definition of the target behavior. Broad terms such as “aggression” need details about exactly what counts. Then the team selects a time criterion for the behavior to not be present. When that criteria is met, reinforcement is given.
Simple DRO example
- A child gets reinforcement after a set time of no throwing of homework materials.
- The team reviews data before increasing or otherwise changing the interval.
The purpose is not to reward a child for being “good.” Each contingency refers to a well-specified behavior.
Reinforcement Intervals and Data
The length of the intervals must be based on information and not guesswork. The initial interval might need to be shorter for frequent behavior to ensure that reinforcement is still possible in a realistic time frame. Data can be frequency, duration or time between responses. Clinicians recognize those patterns to determine when a DRO interval will change.
Useful information can include:
- target-behavior frequency
- average time between occurrences
- common antecedents and settings
- reinforcers the child values
- changes in other behavior during DRO
Types of DRO Schedules
Whole-Interval DRO
Whole-interval DRO demands that the target behavior not occur during the whole interval. Only reinforcement will occur for the full-period criterion. Regular surveillance is normally required. That in busy routines, whole interval DRO may be difficult to use due to the monitoring demand.
Example
- Five-minute interval begins.
- No target behavior occurs during all five minutes.
- Reinforcement is presented after the interval.
Momentary DRO
Momentary DRO observes the absence of the target behavior at a predetermined observation time. The behaviour can have taken place before the interval and reinforcement can be given if it is not observed during the check time. With this, monitoring can be easier than with whole interval DRO. The measure is also less strict.
| DRO Type | What Is Measured | When Reinforcement Is Given | Simple Example |
| Whole-Interval DRO | The target behavior does not occur during the entire interval | After the full interval ends successfully | A child earns reinforcement after five minutes without throwing materials |
| Momentary DRO | The target behavior is absent at a specific observation moment | When the behavior is absent at the planned check | A student earns reinforcement if they are not calling out when the timer sounds |
Fixed and Variable DRO Schedules
Fixed DRO keeps the same interval length, variable DRO changes the length of intervals around a desired average length. AFIRM represents variable DRO with varying times randomly distributed around an average. Parents can also find the keyword variable-interval online but is not intended to mean all variable DRO arrangements. The written behavior plan should specify when reinforcement will be provided.
In simple terms
- Fixed schedule is when the timing of the DRO remains the same.
- Variable schedule means timing changes according to a planned pattern.
How ABA Professionals Implement DRO
Define the Target and Understand Its Function
The key to good DRO implementation is not to wait for a timer to start. The team identifies what the behaviour is and discusses when and why it might happen. Environmental variables that relate to the behavior may be identified by functional assessment and can inform treatment selection. Goals should be socially relevant and not be directed at differences, which are harmless, but which appear unusual.
A clinician may consider:
- what happens before and after the behavior
- where the behavior occurs
- communication or sensory needs
- family priorities
- safety and quality of life
Collect Baseline Data and Set an Achievable Interval
Baseline data indicates how the behavior appears prior to the implementation of DRO. An interval that is too long can make reinforcement difficult to earn. An interval that is too short may become impractical to maintain. Actual response patterns are used, not a single, universal number of minutes.
Best practice
Begin with criteria the learner can realistically achieve and use data to adjust the criteria.
Choose Meaningful Reinforcement and Explain the Plan
Reinforcement should be of significance to the learner. Preferences may vary from one time to the next, so clinicians can utilize caregiver input, direct observation, and preference assessments to inform their decisions. Where possible, the child should be explained appropriate to his/her age. Family values, comfort and assent should continue to play a role in clinical decision-making.
Possible reinforcers can include:
- access to a preferred activity
- social interaction
- a favorite toy or game
- another individualized, appropriate reinforcer
Deliver Reinforcement and Track Results
The person implementing DRO follows the written criterion and records what happens. The data should include the desired outcome, the successful times and any potential side effects. Studies have revealed that under certain conditions DRO may result in the increase of untargeted behavior. The monitoring process must, therefore, go beyond just counting behaviours.
Watch for
- changes in the target behavior
- how often reinforcement is earned
- new or increasing interfering behavior
- distress or disengagement
- changes in reinforcer effectiveness
Lengthen Intervals and Generalize Progress
Effective plans tend to evolve less and less artfully over time. Clinicians can increase time between intervals, decrease reinforcement, or train for naturally occurring reinforcement. Progress should transfer from person, place and activity. Maintenance is important because a good change should go beyond a well-defined treatment phase.
Helpful goals include:
- longer successful intervals
- less dependence on programmed rewards
- progress across home and school
- continued use of appropriate skills
DRO Examples in Everyday ABA Therapy
Home Routine Example
A child will often throw utensils at dinner and this has been identified as a behavior. The team begins with a brief DRO interval which the child is able to complete. Successful intervals are followed by meaningful reinforcement. Later interval changes and teaching communication or coping skills with DRO are derived from data.
What the team measures
- utensil throwing
- successful DRO intervals
- communication attempts
- response to reinforcement
School Routine Example
A student frequently critiques in the structured class setting. The team can check and reinforce at indicated times, a momentary DRO. Staff also record whether the student has an effective method of asking a question or getting attention. Skill teaching helps to focus the intervention on participation, rather than just suppressing the behaviour.
Practical focus
The student should be able to articulate something that is understandable and workable and should not be expected to be silent.
Therapy Session Example
A child pushes material away during difficult work. Assessment suggests escape from the activity may be relevant, so DRO could be paired with teaching the child to request help or a break. The therapist documents the target behavior, intervals of success, requests and distress. The expansion of the interventions can vary as the child’s need becomes evident.
Important distinction
While DRO might decrease one response, communication training will teach what the child can do instead.
DRO Vs DRA Vs DRI
Key Differences Between the Three Procedures
Three different ways of reinforcement are used in DRO, DRI, and differential reinforcement of alternative behavior. DRO reinforces the absence of a response, DRA reinforces a selected response and DRI reinforces an incompatible response. The procedures may be the same because they all use reinforcement. The reinforcement contingency is what separates them.
| Procedure | What Earns Reinforcement | Main Purpose | Simple Example |
| DRO | The target behavior is absent for the required period or observation point | Increase periods without the target behavior | Earning reinforcement after five minutes without throwing materials |
| DRA | A specific alternative behavior occurs | Teach a useful replacement behavior | Asking for a break instead of throwing materials |
| DRI | A behavior occurs that cannot happen at the same time as the target behavior | Strengthen an incompatible response | Remaining seated during an activity instead of leaving the seat |
When Teaching a Replacement Skill May Be Better
DRO does not prescribe to a child what to do in place, by itself. DRA or Functional Communication Training might be more appropriate if a clear replacement response can satisfy the same need. If a child is crying when they are having a hard time doing an activity, they could learn to say they need a break. In addition, assessment can guide the clinician to select procedures that can be combined.
Consider direct skill teaching when the child needs to learn
- how to ask for help
- how to request a break
- How to express discomfort
- another safe and functional response
Benefits of DRO
Differential Reinforcement Other Behavior can be used in lieu of punishment to support behavior reduction. If the target behavior does not happen during the designated period, the learner will be given meaningful reinforcement.
Key benefits of DRO in ABA include:
- Positive reinforcement focus: DRO focuses on rewarding rather than punishing behaviour.
- Measurable progress: Clearly defined intervals allow therapists to track changes using objective data.
- Flexible implementation: Whole-interval, momentary, fixed, or variable DRO schedules can be selected according to individual needs.
- Gradual progression: Intervals can be increased as the learner becomes more successful.
- Works with skill-building strategies: DRO can be combined with communication training, DRA, or other interventions when appropriate.
- Usable across settings: Well-designed plans may be applied across therapy, home, school, and community routines.
Benefits will be determined based on assessment, reinforcement, and consistent delivery, and not just DRO.
Limitations of DRO
DRO can be useful, but it also has important limitations families should understand. The procedure is about what the learner will not do, and it doesn’t necessarily show the learner what to do instead.
Potential limitations include:
- No specific replacement skill: Successful DRO intervals do not necessarily mean a functional alternative behavior has been learned.
- Accidental reinforcement: Another interfering behaviour might be present at the same time that the original target behaviour is absent.
- Monitoring demands: Whole-interval DRO may require continuous observation to determine whether the criterion was met.
- Poor interval selection: Reinforcement may be difficult to earn if intervals are too long and too short if they are very short.
- Changing reinforcer value: Over time, items or activities that are preferred may no longer be motivating.
- Limited generalization: Improvements may not flow from one environment, location, or person to another.
Ongoing data collection helps clinicians identify these concerns and adjust the intervention appropriately.
Best Practices for Using DRO
Rewards and a timer are not enough to successfully implement DRO ABA therapy; careful planning is essential. The procedure should be included:
- Define the target clearly: Use observable and measurable language to describe behavior.
- Understand behavioral function: Consider why and when the behavior occurs before selecting an intervention.
- Use baseline data: Set the starting interval according to actual behavior patterns.
- Choose meaningful reinforcement: Check preferences regularly to ensure that reinforcement is valuable.
- Set achievable criteria: Give the learner frequent opportunities for early success.
- Monitor the whole picture: Look out for distress, new interfering behaviors, and alterations in communication.
- Teach useful alternatives: Include communication skills or alternative skills as appropriate.
- Thin reinforcement gradually: Gradually increase interval and increase to natural reinforcement when stability is reached.
How Alma Behavioral Solutions Supports Individualized ABA Care
DRO is best used as a specific reward within an individualized plan, instead of as a blanket reward programme. Alma Behavioral Solutions employs personalized, evidence-based ABA services, with family involvement and continuous progress monitoring. Families in Burbank and throughout Southern California can access direct ABA therapy, parental support and other services. Alma currently provides support in settings that include the home, school, clinic, and other everyday environments.
To discuss services, insurance or an assessment, Parents should Call (747) 250-8494 or email info@almabehavioralsolutions.com. Alma’s clinical team can help determine whether DRO, DRA, Functional Communication Training, or another strategy better matches your child’s individual needs. A good plan is measurable, respectful, practical and responsive to progress. No responsible provider should promise the same outcome for every child.
Frequently Asked Questions About DRO in ABA
Is DRO Positive Reinforcement or Punishment?
DRO is a reinforcement procedure. Reinforcement is provided when the nonoccurrence criterion is satisfied over a designated time period. The objective is to get more time between the target response. Punishment is not what defines DRO.
Does DRO Always Use Extinction?
No. Differential reinforcement can be designed with or without extinction. The consequence after target behavior depends on the individualized plan. The BCBA should inform caregivers prior to the contingency.
Is DRO the Same as Ignoring a Behavior?
No. Ignoring is usually the act of denying attention under certain circumstances. DRO must be based on a planned reinforcement criterion that is related to nonoccurrence. Sometimes the procedures are used concurrently in the course of treatment but not identical.
Can DRO Be Combined With DRA or Functional Communication Training?
Yes, when clinically appropriate. DRO can be used to help target a response, and DRA or Functional Communication Training can develop a helpful alternative response. Those procedures should be combined for the learner according to the learners’ assessment.
Is DRO the Same as Noncontingent Reinforcement?
No. DRO makes reinforcement depend on the target behavior being absent according to a criterion. Noncontingent reinforcement delivers reinforcement by time rather than the learner’s current behavior, regardless of what happens.
