What does DRO (Differential Reinforcement of Other behaviors) focus on?

What does DRO (Differential Reinforcement of Other behaviors) focus on?

• A. Reinforcing specific alternative behaviors only
• B. Reinforcing any behavior other than the undesirable behavior
• C. Punishing the undesired behavior directly
• D. Changing the environment to eliminate triggering behaviors

Answer: (B)

Differential Reinforcement of Other behaviors (DRO) is a behavioral strategy that emphasizes reinforcing any behavior that is not the undesirable behavior targeted for reduction. This approach aims to increase the occurrence of acceptable or appropriate behaviors while simultaneously reducing the frequency of the specific problematic behavior by providing positive reinforcement whenever the undesirable behavior does not occur during a specified time period. For example, if a child often interrupts others, a teacher might use DRO by giving praise or a reward when the child refrains from interrupting during a particular class period. The reinforcement is not dependent on the child performing a specific alternative behavior, but rather on simply not engaging in the unwanted behavior. This strategy contrasts with approaches that focus solely on reinforcing specific alternative behaviors, as it encompasses a broader range of acceptable behaviors rather than a specific alternative. It avoids direct punishment of the undesirable behavior, which could lead to negative emotional responses and does not rely on changing the environment to prevent triggering behaviors, focusing instead on modifying reinforcement contingencies. Consequently, DRO can be an effective method for decreasing unwanted behaviors in various environments.

Differential Reinforcement of Other behaviors (DRO) is a behavioral strategy that emphasizes reinforcing any behavior that is not the undesirable behavior targeted for reduction. This approach aims to increase the occurrence of acceptable or appropriate behaviors while simultaneously reducing the frequency of the specific problematic behavior by providing positive reinforcement whenever the undesirable behavior does not occur during a specified time period.

For example, if a child often interrupts others, a teacher might use DRO by giving praise or a reward when the child refrains from interrupting during a particular class period. The reinforcement is not dependent on the child performing a specific alternative behavior, but rather on simply not engaging in the unwanted behavior.

This strategy contrasts with approaches that focus solely on reinforcing specific alternative behaviors, as it encompasses a broader range of acceptable behaviors rather than a specific alternative. It avoids direct punishment of the undesirable behavior, which could lead to negative emotional responses and does not rely on changing the environment to prevent triggering behaviors, focusing instead on modifying reinforcement contingencies. Consequently, DRO can be an effective method for decreasing unwanted behaviors in various environments.