Differential Reinforcement in ABA: 5 Types & Examples

A learner who hits for attention, rocks through every session, or asks the same question 40 times an hour needs a plan that makes a more acceptable behavior more rewarding.

That's what differential reinforcement in Applied Behavior Analysis (ABA) does: it encourages specific behaviors while withholding reinforcement for others. This guide breaks down all five methods, with real-world examples and a framework for choosing the right types for your learners.

What is differential reinforcement in ABA?

Differential reinforcement is a behavior change strategy that reinforces specific behaviors while withholding reinforcement for challenging targets. Over time, the reinforced behavior increases and the unreinforced behavior fades.

The goal is to strengthen a preferred behavior until it replaces the behavior you're trying to decrease, without relying on punishment.

Across applied settings, differential reinforcement has shown large to very large effect sizes for reducing challenging behaviors in individuals with autism.

“Differential reinforcement” is an umbrella term for a family of procedures, each of which is suited to different goals and contexts.

The 5 main types of differential reinforcement in ABA

The right choice of procedure depends on the behavior you're targeting, the function it serves, and the outcome you're aiming for. Here's how each type works and when to use it.

DRA

Differential Reinforcement of Alternative Behavior (DRA) reinforces an alternative behavior that serves the same function as the challenging behavior.

The learner gets the same outcome, which may be attention, escape, or access to a preferred item, but through a more appropriate response.

For example, a learner who hits to get attention could be taught to tap a teacher's arm or use a communication device instead. When the learner uses the replacement behavior, they get reinforcement. When they hit, reinforcement is withheld.

DRA works best when:

• The function of the challenging behavior is clear.
• A functionally equivalent replacement behavior exists.
• The replacement behavior is at least as easy (or ideally easier) for the learner to perform.

DRA is often used alongside Functional Communication Training, which teaches learners to communicate their needs instead of acting out.

A 2018 review found that DRA can also be effective in settings where withholding reinforcement entirely isn't always practical, such as with very young learners. The studies indicate that increasing the quality, immediacy, or magnitude of reinforcement for the replacement behavior while delaying reinforcement or giving a flatter response to the target behavior still showed meaningful results.  

DRI

Differential Reinforcement of Incompatible Behavior (DRI) reinforces a behavior that physically can’t happen at the same time as the challenging behavior. When the replacement behavior occurs, the target behavior is automatically blocked.

For instance, a learner who rocks in their chair could be reinforced for keeping their feet flat on the floor, which is physically incompatible with rocking.

DRI is particularly useful when:

• A clear physical incompatibility exists between behaviors.
• You don't need to know the exact function of the challenging behavior (unlike DRA).
• The incompatible behavior is already in the learner's repertoire.

Not every challenging behavior has an obvious physical counterpart. When that's the case, DRA or DRO may be better options.

DRO

Differential Reinforcement of Other Behavior (DRO) reinforces the absence of a target behavior during a set time interval.

As long as the challenging behavior doesn't occur within that window, the learner earns reinforcement, regardless of what they do instead.

For example, if a learner typically engages in self-injurious behavior, you might set a 5-minute interval. If the behavior doesn't occur during those 5 minutes, the learner gets reinforced.

It’s a reviewed and commonly used approach for reducing challenging behaviors in children with autism.

DRO works well when:

• You want to reduce a behavior but don't need to specify a replacement.
• A clear replacement behavior hasn't been identified yet.
• The goal is to reduce overall frequency rather than replace the behavior with something specific.

Start with an interval that the learner can realistically achieve, then gradually increase the amount of time as they improve.

DRL

Differential Reinforcement of Low Rates of Behavior (DRL) reinforces behavior that occurs at or below a set rate. The goal is to reduce how often it happens rather than eliminating it.

DRL is the right choice when:

• The target behavior is appropriate or even desirable at a lower frequency.
• Complete elimination would be counterproductive.
• The goal is regulation, not removal.

For instance, asking questions is an important skill. But if a learner asks 40 questions during a 30-minute session, it can disrupt the flow of instruction. DRL would reinforce the learner for keeping their questions to a set number per session and gradually reduce the threshold over time.

DRH

Differential Reinforcement of Higher Rates of Behavior (DRH) reinforces a behavior when it occurs at or above a set rate.

The goal is to increase how often a desired behavior happens, not to reduce or replace a challenging behavior.

For example, a learner who currently raises their hand twice per session could be reinforced only when they raise it four or more times. The threshold increases gradually as the learner reaches it consistently.

DRH is the right choice when:

• A behavior already exists in the learner's repertoire but occurs too infrequently.
• The goal is to build fluency or increase participation.
• You want to increase a skill without introducing a new one.

DRH has shown gains in correct responding across participants with intellectual disabilities.

How to choose the right type

Here's a quick reference to help you select a differential reinforcement procedure:

It can also make sense to combine these methods. For example, DRA and DRI can be implemented together: the strongest alternative behavior may be both functionally equivalent and physically incompatible with the challenging target.

What to track during differential reinforcement

As with any ABA technique, tracking and collecting data accurately throughout the process is key. Though your approach will depend on the method of differential reinforcement, you’re typically assessing:

• The baseline frequency of the target behavior before the intervention starts.
• Response data for the replacement behavior over time.
• Interval data for DRO (whether the behavior occurred during each interval).
• Frequency data for DRL and DRH (how often the behavior occurred per session).

Consistent data collection is what allows analysts to evaluate whether a procedure is working, adjust intervals or criteria appropriately, and demonstrate progress to families and payors.

Run differential reinforcement programs with Passage Health

Differential reinforcement programs generate streams of information, from specific interval counts to progress trends. Keeping that data accurate, accessible, and actionable is where the right platform makes a big difference.

Passage Health is designed for busy ABA practices, and it manages the full flow of data in a single platform.

Here’s what that looks like in practice: 

• Real-time data collection: Record session data directly in a mobile app that syncs to the platform automatically, so nothing gets lost, and there’s no lag for reviews and claims.
• Automated graphing and treatment reports: Raw session data automatically flows into customizable reports and graphs, making it easy to spot when a DRO interval or DRL threshold should change.
• Reporting and insights: Track performance and utilization across your practice.
• Enhanced scheduling: Filter color-coded calendars by billing code, certification, and learner team, so your team spends more time in sessions and less time coordinating.
• Electronic billing: Claims generate directly from session data, reducing admin and keeping your revenue cycle moving.
• Client Intake: This feature keeps prospective clients’ details, forms, and progress organized and easy to see, simplifying your intake pipeline.

When intake, scheduling, clinical data, and billing are connected in a single platform, there’s no need to hop between systems or duplicate data entry.

The interface is straightforward, and the platform comes with 1:1 onboarding and a responsive support team. New features are added every quarter, and integration with Frontera AI brings additional clinical tools to help your practice evolve.

Book a demo to see how Passage Health can simplify your differential reinforcement programs and free up your teams to focus on what they do best.

Frequently asked questions

How does differential reinforcement work in ABA?

Differential reinforcement works by encouraging specific behaviors while withholding reinforcement for others, gradually shifting a learner toward more appropriate responses. The right method depends on the behavior being targeted and the outcome you're aiming for.

What’s the difference between DRA and DRI?

The main difference between DRA and DRI is what gets reinforced. DRA reinforces a behavior that serves the same function as the challenging behavior. Through reinforcement, the alternative behavior gradually eclipses the challenging one. DRI reinforces a behavior that can’t occur at the same time as the target, so it blocks the challenging behavior from happening. Also, DRA requires a function assessment, but DRI doesn’t.

When should you use DRO in ABA?

DRO offers reinforcement when the target behavior doesn’t occur during a set time interval. It’s useful when you want to reduce a behavior but haven't yet identified a suitable replacement. Over time, as the learner progresses, you increase the length of the interval.

References

Muharib, R., & Walker, V. L. (2025). Differential reinforcement in applied settings for individuals with autism: A systematic literature review. Advances in Neurodevelopmental Disorders, 9(3), 449–462. https://doi.org/10.1007/s41252-024-00419-9

MacNaul, H. L., & Neely, L. C. (2018). Systematic review of differential reinforcement of alternative behavior without extinction for individuals with autism. Behavior Modification, 42(3), 398–421. https://doi.org/10.1177/0145445517740321

Weston, R., Hodges, A., & Davis, T. N. (2018). Differential reinforcement of other behaviors to treat challenging behaviors among children with autism: A systematic and quality review. Behavior Modification, 42(4), 584–609. https://doi.org/10.1177/0145445517743487

McDuff, E., Lanovaz, M. J., Morin, D., et al. (2019). Differential reinforcement of high rates of behaviour to increase work productivity in adults with intellectual disability. Journal of Applied Research in Intellectual Disabilities, 32(5), 1288–1293. https://doi.org/10.1111/jar.12614