Generic steps of Setting up a Program of Differential Reinforcement

Generic steps of Setting up a Program of Differential Reinforcement

Behavior change is an integral part of a person’s growth. In some instances, individuals may require reinforcement to develop desirable behaviors. One of the most common types of reinforcement is differential reinforcement, an applied behavior analysis strategy used to address undesirable or challenging behavior, especially in children. Differential reinforcement strategies involve identifying the undesirable behavior and selecting a desirable replacement or alternative (Yell et al., 2013). Examples of undesirable behaviors include violence, bullying, aggression, and discrimination. Desirable behaviors include sharing, being polite, respecting others, and following rules. Various measures such as guidance, punishment, and rewards can change undesirable behavior to desirable behavior. Therefore, positive reinforcement is essential in creating desirable behaviors.

Differential reinforcement is implemented in various steps. The first step is defining desirable behavior. According to Yell et al. (2013), having a precise and clear definition of desirable behavior is vital to enable the students to understand what is expected of them, reinforce new behavior, and record the rate of desirable behavior to determine whether the selected interventions are effective. The second step is defining undesirable behavior to ensure that the reoccurrence of the behavior is not reinforced and the occurrence of the behavior is recorded to determine the occurrence rate (Yell et al., 2013). The third step is identifying the reinforcer. For example, a parent would reinforce undesirable behavior by encouraging their child to fight back when another child attacks them in school. The fourth step is reinforcing the desired behavior consistently and immediately. The fifth step is eliminating reinforcement for undesirable behavior. The sixth step is using intermittent reinforcement to sustain the desirable behavior. Every step must be taken to achieve differential reinforcement and effectively attain long-term desirable behavior.

References

Yell, M. L., Meadows, N. B., Drasgow, E., & Shriner, J. G. (2013). Evidence-based practices for educating students with emotional and behavioral disorders with access code. Pearson College Division.

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Program of Differential Reinforcement

Describe the generic steps of setting up a program of differential reinforcement.