What techniques can Ms. Rollison use to manage the disruptive and non-compliant behaviors of students like Patrick and Tameka?
Page 8: Substituting Behaviors Using Differential Reinforcement of Incompatible Behavior (DRI)
One way to address a problem behavior is to substitute and then reinforce another behavior.
Differential reinforcement of incompatible behavior (DRI) is a procedure in which the teacher would identify a behavior that’s incompatible with, or cannot occur at the same time as, the problem behavior. The focus is on replacing negative behaviors with positive behaviors. For example, a student cannot at the same time:
- Sit in a desk and wander around the classroom
- Be verbally aggressive toward a peer and give that peer a compliment
In these instances, sitting at the desk and complimenting a peer are examples of positive, incompatible behaviors that can replace the inappropriate behaviors of wandering around the classroom or being verbally aggressive.
| Differential Reinforcement | |||
| Type | Abbr. | How/When To Use | Main Goal |
| Differential reinforcement of incompatible behavior | DRI |
Reinforce the student when s/he engages in an identified behavior which is incompatible with the target behavior. Example: Student receives a sticker for each interval he is on task vs. daydreaming at his desk. |
SUBSTITUTE a behavior |
A DRI procedure allows the teacher to identify a pro-social or appropriate behavior in which the student should be engaging and also prevents the student from engaging in a problem behavior identified by the teacher as troublesome. DRI delivers reinforcement to that positive, incompatible behavior.
Listen now as Joe Wehby explains the advantages of DRI and how to use it in the classroom. You may find it helpful to follow along in the “Steps for Using DRI” box below as you listen to the audio.
Joe Wehby, PhD
Vanderbilt University
Nashville, TN
Transcript: Joe Wehby, PhD
A DRI strategy should be chosen carefully because it does require a little more effort than the other differential reinforcement procedures in the sense that you have to identify behaviors that are actually incompatible, and sometimes that’s not as easy as it seems. But once that is done, it does have the advantage over a differential reinforcement of low rate behavior (DRL) or the differential reinforcement of other behaviors (DRO) procedures in that you’re identifying a specific behavior in which you are trying to reinforce. And that should be a pro-social behavior that student should be engaging in at a level that’s similar to peers in his classroom or children of his or her age.
Transcript: Joe Wehby, PhD
Implementation of these steps is as follows:
- The teacher identifies the problem behavior that is occurring at a fairly frequent rate.
- Once that behavior has been identified, the teacher would then brainstorm, possibly with the student, alternatives to that behavior that would prevent that student from engaging in that particular behavior. We’ll use the simple example of out-of-seat and in-seat.
- Once that incompatible behavior has been identified, then the teacher would arrange reinforcement strategies to deliver to the student when he is engaging in the incompatible behavior. That might be verbal praise, simple acknowledgement; it might be the delivery of a sticker, a checkmark on a good behavior chart, some acknowledgement that that student has engaged in the appropriate social behavior.
- If the student happens to engage in an inappropriate behavior, then the student would either be ignored or some sort of reprimand or other consequence would be delivered so the student would learn that the positive acknowledgement from teachers occur during modeling or demonstration of the appropriate behavior, but there is some consequence for engaging in inappropriate behavior as well.
Steps for Using DRI
- Identify a problem behavior that is occurring at a fairly frequent rate and collect baseline data if necessary.
- Brainstorm alternative (incompatible) behaviors that would keep the student from engaging in the problem behavior.
- Determine and deliver reinforcement when the student is engaging in the alternate/ incompatible behavior.
- Deliver appropriate consequence if the student engages in negative behavior.
As they develop this procedure, teachers may want to take note of the types of reinforcement the student inadvertently receives by engaging in the problem behavior. For example, a student who acts out and gets sent out of class is reinforced by not having to complete his or her work. A student who clowns around and jokes in class is reinforced with the attention of peers. Once a teacher recognizes other sources of reinforcement, these sources can be decreased or eliminated and replaced with reinforcement for the positive, incompatible behavior.
In this audio, Joe Wehby explains what outcomes teachers can expect when using a DRI procedure (time: 0:31)
Joe Wehby, PhD
Vanderbilt University
Nashville, TN
Transcript: Joe Wehby, PhD
Over time, if the reinforcers are identified and delivered appropriately and consistently, then you should see sort of an increase in the appropriate behavior during those times and a decrease in the inappropriate behavior to a level that would be acceptable to that particular classroom teacher. A DRI is not going to eliminate all occurrences of problem behavior but should result in the student engaging in more positive than more negative behavior.
Using DRI with Patrick
Now that she has helped Patrick reduce both his rude comments and calling-out behaviors, Ms. Rollison decides that she wants to focus on his out-of-seat behavior. With Ms. Thibodeaux’s help, Ms. Rollison works through the following DRI steps:
- Identify a problem behavior that is occurring at a fairly frequent rate and collect baseline data if necessary.
Out-of-seat behavior, occurs every six to seven minutes - Brainstorm alternative (incompatible) behaviors that will keep the student from engaging in the problem behavior.
Working quietly at his desk - Determine and deliver reinforcement when the student is engaging in the alternate/ incompatible behavior.
The smiles and head nods, similar to the other DR procedures, checkmark on chart for every eight minutes he can stay in his seat. Then increase that to 10, 14, 18, etc. When Patrick can maintain that level of on-task behavior for three days in a row, he has chosen to work for a longer-term reinforcer of free time again, but this time would like to have the free time with a friend. - Deliver appropriate consequence if the student engages in negative behavior.
Head shake, reminder to remain in his seat, no checkmarks on chart
Click the audio icon for some additional thoughts from Ms. Thibodeaux regarding this DRI procedure for Patrick (time: 0:52).
Ms. Thibodeaux
Transcript: Ms. Thibodeaux
It’s physically impossible for Patrick to be wandering around the classroom at the same time that he is sitting in his seat, so Ms. Rollison chose a good incompatible behavior. She also chose to have him working quietly at his desk, which is even better. This added component of his incompatible behavior—the working quietly—also produces some positive outcomes in the form of his academic work.
I think it’s interesting that Patrick has changed his long-term reinforcer this time to free time with a friend. Because he’s no longer making rude comments and talking out, he is probably getting more positive feedback from his peers. This in turn provides more encouragement for him to engage in appropriate behaviors.
