A common example of Differential Reinforcement of Low Rates of Behavior (DRL) involves reducing a behavior that is appropriate in moderation but problematic when excessive.
Understanding Differential Reinforcement of Low Rates (DRL)
DRL is a specific technique within Applied Behavior Analysis (ABA) designed to decrease the frequency of a behavior, rather than eliminate it entirely. It is particularly useful for behaviors that are acceptable or even desirable at low rates, but become disruptive or inappropriate when they occur too often. Instead of reinforcing the absence of a behavior, DRL reinforces its occurrence only when it happens at or below a predetermined, acceptable rate within a given time period.
Practical Example of DRL
Consider the following scenario often observed in educational settings:
- Scenario: A student named Timmy frequently raises his hand in class. While participation is encouraged, Timmy often raises his hand to answer every question, sometimes before the teacher has finished speaking, or when other students haven't had a chance to think. This disrupts the flow of the lesson and limits other students' opportunities to participate.
- Behavior Goal: The goal is not to stop Timmy from raising his hand altogether, but to reduce the frequency of this behavior to a more appropriate level, allowing for more balanced classroom participation.
Here’s how a DRL schedule could be applied:
- Baseline Observation: The teacher first observes Timmy's hand-raising behavior to determine its current high rate. Let's say he typically raises his hand 5-7 times within a ten-minute period.
- Setting the Criterion: The teacher sets a specific, achievable criterion for reduction. For instance, the teacher decides that if, over a ten-minute interval, Timmy raises his hand less than two times, he will receive reinforcement.
- Reinforcement: If Timmy meets the criterion (i.e., raises his hand 0 or 1 time within the ten-minute interval), he gains access to a preferred reinforcer (e.g., extra computer time, a special sticker, positive praise, or a choice of activity).
- No Reinforcement: If Timmy raises his hand two or more times within that ten-minute period, he does not receive the reinforcement for that interval. Importantly, no punishment is applied; he simply misses the opportunity for reinforcement.
This strategy encourages Timmy to become more mindful of his hand-raising, prompting him to pause, consider if his input is truly necessary, and allow others to participate. Over time, the goal is for Timmy to reduce his hand-raising to a more appropriate and beneficial frequency for the entire class environment.
Key Components of a DRL Intervention
| Component | Description | Timmy Example |
|---|---|---|
| Target Behavior | The behavior to be reduced, but not eliminated. | Raising hand in class. |
| Measurement | How the behavior is quantified (e.g., frequency count, duration). | Number of times Timmy raises his hand. |
| Time Interval | The specific period during which the behavior's frequency is assessed. | Ten minutes. |
| Criterion | The maximum allowable number of times the behavior can occur within the interval to earn reinforcement. | Less than two times (0 or 1 time). |
| Reinforcement | The desirable consequence provided when the criterion is met. | Extra computer time, sticker, praise, choice of activity. |
| Goal | To reduce the behavior to a more socially appropriate or functional level, rather than eliminating it entirely. | Reduce disruptive hand-raising while maintaining participation. |
DRL is an effective tool for fine-tuning behaviors, promoting self-regulation, and fostering more appropriate social interactions without suppressing valuable skills.
