DRA vs DRI vs DRO vs DRL: The Clear RBT Comparison Guide

You're working with a student who screams every time they want attention, throws materials when tasks get hard, and taps their desk so loudly it disrupts the whole classroom. Sound familiar? If you're preparing for the RBT exam or already working as an RBT, you've encountered these scenarios more times than you can count. The good news? DRA vs DRI vs DRO vs DRL strategies—along with DRH and DRD—give you powerful, evidence-based tools to address these challenges while building positive behaviors.

This guide breaks down the six main types of differential reinforcement with clear definitions, real-world examples, and decision-making guidance. Whether you're cramming for the exam or looking to sharpen your skills in the field, you'll walk away knowing exactly when and how to use each strategy.

Why Differential Reinforcement Matters for RBTs

Reinforcement is the backbone of ABA therapy. It's how we increase behaviors we want to see more of. But what happens when you need to decrease problem behaviors while strengthening appropriate ones? That's where differential reinforcement comes in.

According to the current BACB RBT Task List requirements, RBTs must demonstrate competency in implementing differential reinforcement procedures. These strategies appear in Task D.3 and are frequently tested on the RBT exam because they're essential tools you'll use daily in practice.

What many new RBTs miss is this: differential reinforcement isn't just about stopping bad behavior. It's about strategic behavior replacement. You're essentially creating a competition between behaviors—making the appropriate behavior more rewarding than the problem behavior. Recent ABA research shows that systematic data collection during differential reinforcement implementation leads to 74% better outcomes compared to interventions without such measures.

The Six Types: Side-by-Side Definitions

Let's break down each strategy using plain language that sticks in your memory:

DRA - Differential Reinforcement of Alternative Behavior

What it is: Reinforce a different behavior that serves the same function as the problem behavior. Think: "Same job, better behavior" Example: Child screams for attention → teach them to raise their hand instead

DRI - Differential Reinforcement of Incompatible Behavior

What it is: Reinforce behaviors that physically cannot happen at the same time as the problem behavior. Think: "Can't do both at once" Example: Child hits others → reinforce keeping hands folded on desk

DRO - Differential Reinforcement of Other Behavior

What it is: Reinforce the absence of the problem behavior for a set time period. Think: "Good job NOT doing that" Example: Child makes loud noises → reinforce them for 10 minutes of quiet time

DRL - Differential Reinforcement of Low Rates

What it is: Reinforce the behavior when it happens less frequently than before. Think: "Less is more" Example: Child asks for help every minute → reinforce asking only once per 15 minutes

DRH - Differential Reinforcement of High Rates

What it is: Reinforce the behavior when it happens more frequently than before. Think: "More is better" Example: Child rarely participates → reinforce speaking up 5+ times per session

DRD - Differential Reinforcement of Diminishing Rates

What it is: Gradually decrease how often the behavior can happen to earn reinforcement. Think: "Step-by-step reduction" Example: Start by reinforcing 10 occurrences, then 8, then 6, and so on

Function-Based Selection: When to Choose Which Strategy

The key to picking the right differential reinforcement strategy lies in understanding why the behavior is happening. We use this decision-making framework in our daily practice:

Choose DRA when...

The behavior serves a clear function (attention, escape, access to items)
You can identify a socially appropriate replacement behavior
The child needs to learn a new skill to meet their needs

Real scenario: Marcus throws his iPad when he's frustrated with a difficult task. The throwing serves an escape function. You teach him to request a break using his communication device instead.

Choose DRI when...

The problem behavior has a distinct physical topography
You can identify behaviors that are physically impossible to do simultaneously
The replacement behavior is already in the child's repertoire

Real scenario: Lily constantly puts her hands in her mouth during instruction. You reinforce her for keeping her hands on her desk or holding a fidget toy—she can't do both behaviors at once.

Choose DRO when...

The specific replacement behavior isn't as important as stopping the problem behavior
Multiple behaviors could serve as appropriate alternatives
You're dealing with attention-maintained behaviors

Real scenario: Tyler makes random loud vocalizations for attention. Rather than teaching one specific replacement, you reinforce any 5-minute period where he doesn't make disruptive sounds.

Choose DRL when...

The behavior isn't necessarily wrong but happens too frequently
You want gradual reduction rather than elimination
The behavior serves a legitimate purpose sometimes

Real scenario: Emma appropriately asks questions but does so every 30 seconds. You reinforce her for limiting questions to once every 10 minutes during independent work.

Real-World Examples and Mini Vignettes

Let's see these strategies in action with detailed scenarios you might encounter:

DRA in Action: The Attention Seeker

Situation: During circle time, 6-year-old Alex screams whenever he wants to share something. The screaming always gets the teacher's immediate attention.

DRA Implementation:

Alternative behavior: Raising hand and waiting to be called on
Procedure: Teach Alex the hand-raising signal. When he raises his hand, immediately call on him. When he screams, use planned ignoring
Data collection: Count instances of screaming vs. hand-raising per circle time
Result: Alex learns he gets faster, more positive attention through appropriate behavior

Modern research on Functional Communication Training shows this DRA approach works particularly well when combined with discriminative stimuli to prevent behavior resurgence during schedule thinning.

DRI in Action: The Aggressive Student

Situation: During math lessons, Sophia frequently hits the student next to her when she gets frustrated with problems.

DRI Implementation:

Incompatible behavior: Keeping both hands on her own desk or holding a stress ball
Procedure: Every 2 minutes Sophia keeps her hands appropriately placed, she earns a sticker. Hitting results in no sticker and brief removal of preferred items
Data collection: Track intervals of appropriate hand placement and instances of hitting
Result: Physical incompatibility makes hitting impossible when hands are properly positioned

DRO in Action: The Disruptor

Situation: During quiet reading time, James makes disruptive vocal sounds (humming, clicking, whistling) approximately every 2-3 minutes.

DRO Implementation:

Target: Any disruptive vocal sounds
Procedure: Start with 4-minute intervals. If James goes 4 minutes without disruptive sounds, he earns computer time. Reset timer if sounds occur
Data collection: Length of quiet intervals achieved
Result: James learns that quiet periods lead to preferred activities

DRL in Action: The Over-Helper

Situation: During group projects, Maya asks for adult help every 1-2 minutes, even for tasks she can complete independently.

DRL Implementation:

Current rate: 15-20 help requests per 30-minute session
Target rate: Maximum 5 help requests per session
Procedure: Maya earns points for sessions with 5 or fewer help requests. Sessions with more requests earn no points
Data collection: Count help requests per session
Result: Maya develops independence while still accessing help when truly needed

Data Rules and Common Mistakes

Understanding the data collection requirements for each strategy is crucial for RBT exam success and effective practice:

Data Collection Guidelines

DRA:

Count both problem behavior and alternative behavior occurrences
Track percentage of opportunities where alternative behavior was used
Common mistake: Only tracking the problem behavior decrease

DRI:

Measure duration of incompatible behavior or intervals maintained
Count instances of problem behavior during intervention periods
Common mistake: Not accounting for times when incompatible behavior wasn't possible

DRO:

Track length of behavior-free intervals achieved
Count problem behavior occurrences that reset intervals
Common mistake: Reinforcing too early before full interval completion

DRL:

Count total occurrences of behavior per time period
Compare to predetermined criterion rate
Common mistake: Setting initial criteria too low, leading to minimal behavior change

Implementation Mistakes to Avoid

In practice, we see these errors repeatedly:

Inconsistent implementation: Some team members reinforce the old way while others use the new procedure
Reinforcer selection errors: Using weak reinforcers that don't compete with the natural consequences of problem behavior
Timing issues: Delivering reinforcement too late to clearly connect with the target behavior
Criterion problems: Setting goals too high initially, leading to frustration and procedure failure

Practice Quiz: Test Your Knowledge

Question 1: A student constantly leaves their seat during instruction. You decide to reinforce them for remaining seated for 10-minute intervals. This is an example of: A) DRA B) DRI C) DRO D) DRL

Answer: B) DRI - Sitting is physically incompatible with leaving seat

Question 2: A child tantrums to escape from demands. You teach them to appropriately request breaks instead. This is: A) DRA B) DRI C) DRO D) DRL

Answer: A) DRA - Break requesting serves the same escape function as tantrums

Question 3: You reinforce a student for going 5 minutes without making any vocal outbursts, regardless of what appropriate behaviors they engage in during that time. This is: A) DRA B) DRI C) DRO D) DRL

Answer: C) DRO - Reinforcing the absence of problem behavior during time intervals

Question 4: A student appropriately completes assignments but works too quickly and makes careless errors. You reinforce them for working at a slower, more careful pace. This is: A) DRH B) DRD C) DRL D) DRI

Answer: C) DRL - Reinforcing lower rates of the working behavior

Decision Tree: Quick Selection Guide

Use this flowchart to quickly choose the right strategy:

Start here: What's the main goal?

→ Teach a specific replacement skill: Use DRA

Does the replacement serve the same function? ✓ DRA confirmed

→ Stop a behavior with specific physical movements: Use DRI

Can you identify physically incompatible behaviors? ✓ DRI confirmed

→ Reduce any problem behavior: Use DRO

Are you flexible about what they do instead? ✓ DRO confirmed

→ Change the rate of an existing behavior:

Want it to happen less? Use DRL
Want it to happen more? Use DRH
Want gradual step-down reduction? Use DRD

Frequently Asked Questions

What's the difference between DRA and DRI?

DRA focuses on function—the replacement behavior serves the same purpose as the problem behavior. DRI focuses on physical incompatibility—both behaviors literally cannot happen at the same time. A child could theoretically do appropriate hand-raising (DRA alternative to screaming) and screaming simultaneously, but they cannot keep their hands folded (DRI) and hit someone at the same time.

When should I use DRO instead of teaching a specific replacement behavior?

Use DRO when multiple appropriate behaviors could replace the problem behavior, when the child already has appropriate alternatives in their repertoire, or when the specific replacement behavior isn't as important as simply eliminating the problem behavior. It's also useful for attention-maintained behaviors where any appropriate behavior should get attention.

How do I know if my DRL criteria are appropriate?

Start with baseline data to determine current rates, then set initial criteria at about 75-80% of baseline levels. For example, if a child currently asks for help 20 times per session, start by reinforcing 15 or fewer requests. Gradually decrease the criterion as the child demonstrates success. This isn't always straightforward—you'll need to adjust based on individual response patterns.

Can I use multiple differential reinforcement strategies at the same time?

While possible, it's generally not recommended for RBTs without BCBA guidance. Using multiple procedures simultaneously can confuse data collection and make it difficult to determine which strategy is effective. Focus on implementing one procedure with high fidelity first.

What should I do if the differential reinforcement procedure isn't working?

Common issues include weak reinforcers, inconsistent implementation, or incorrect strategy selection. First, verify you're implementing the procedure correctly. Then check if your reinforcers are strong enough to compete with the problem behavior's natural consequences. Consult with your supervising BCBA to assess whether a different strategy might be more appropriate.

How long should DRO intervals be initially?

Start DRO intervals slightly shorter than the typical time between problem behaviors. If a child usually displays the problem behavior every 5 minutes, start with 3-4 minute intervals. Success builds momentum, and you can gradually increase interval length as the child succeeds.

Your RBT Exam Success Checklist

Master these key points for exam success:

✓ Know the acronyms: DRA, DRI, DRO, DRL, DRH, DRD ✓ Understand functions: Each serves different purposes in behavior change ✓ Memorize the decision factors: When to choose each strategy ✓ Practice scenario analysis: Given a situation, identify the best approach
✓ Data collection rules: Know how to measure success for each type ✓ Implementation steps: Understand the basic procedure for each strategy ✓ Common mistakes: Recognize what NOT to do ✓ BACB connection: Link to Task List requirements and competency standards

Next Steps for Continued Learning:

Practice with real scenarios: Ask your supervisor for opportunities to observe different differential reinforcement procedures in action
Data collection skills: Practice collecting data for each type using standardized forms
Study behavior functions: Deepen your understanding of why behaviors occur to improve strategy selection
Review ethics guidelines: Understand how differential reinforcement connects to client dignity and least restrictive interventions

Remember, mastering differential reinforcement strategies isn't just about passing the RBT exam—these tools will become essential parts of your daily practice. The more comfortable you become with selecting and implementing these procedures, the more effective you'll be at creating meaningful behavior change for the individuals we serve.

Focus on understanding the logic behind each strategy rather than memorizing definitions. When you understand why each approach works, you'll naturally know when to use it, both on the exam and in real-world situations.