To-Do List: Differential Reinforcement ABA CE Guide

Your Differential Reinforcement To-Do List

☐ Revisit the definition and purpose of differential reinforcement
☐ Know the types and their applications (DRA, DRO, DRI, DRL)
☐ Start with a functional assessment
☐ Select an approach that fits the context
☐ Teach the behavior you want to see
☐ Build a compassionate reinforcement plan
☐ Monitor your data and respond proactively
☐ Incorporate cultural responsiveness
☐ Stay current with continuing education
☐ Learn in community

In the evolving field of Applied Behavior Analysis (ABA), behavior analysts are continually refining their strategies to better support autonomy, dignity, and meaningful change. One of the most widely used tools in ABA is differential reinforcement. While it can sound technical, the impact of this strategy is deeply human. It centers on building up what to do, not just eliminating what not to do.

Even experienced professionals may find themselves questioning their use of differential reinforcement. Are you reinforcing the right behaviors? Are your procedures consistent and individualized? Are your plans compassionate, culturally responsive, and functionally sound? If you are asking these questions, you are already doing the most important part — reflecting.

This guide walks through ten essential tasks for using differential reinforcement with both scientific rigor and heart.

A Quick Note from Dr. Megan Before We Begin

Like most clinicians, I was trained to start with a functional assessment and select a differential reinforcement strategy based on the behavior’s function. That approach is foundational across behavior analysis training programs, and it has clear utility. But over the past two decades of clinical experience, and through my ongoing commitment to understanding the full human experience, I’ve come to see that this is only part of the picture.

When we start with behavior and skip past the context in which it occurs, we risk missing the most important pieces: connection, regulation, and readiness.

At the Do Better Collective, we take a more holistic approach. Before arriving at a differential reinforcement procedure, we assume that certain foundations have already been established:

A connected relationship rooted in trust, co-regulation, and mutual understanding
Support for emotional regulation, not just behavior redirection
Consideration of executive functioning and developmental readiness
A focus on the Big 4 preventive skills (Ala’i Rosales et al., 2019): communication, gaining attention, leisure, and navigating adversity
Intentional environmental supports that reduce barriers and increase clarity and autonomy

Differential reinforcement is a powerful tool, but it is not a first-line intervention. When built on a foundation of safety, skill-building, and relationship, it becomes something far more effective and far more respectful.

1. Revisit the Definition and Purpose

Differential reinforcement means reinforcing one class of behavior while withholding reinforcement for another. It is not one single procedure but a family of strategies designed to promote more functional, safe, or socially valid behaviors.

Importantly, differential reinforcement does not require extinction. While some versions of this strategy have historically been paired with extinction procedures, research has shown that extinction is not necessary for differential reinforcement to be effective. You can design reinforcement-based interventions that do not involve the removal of previously delivered reinforcers.
(See MacNaul and Neely, 2018; Trump et al., 2020).

2. Know the Types and Their Applications

DRA (Differential Reinforcement of Alternative Behavior): Reinforce a behavior that serves the same function as the behavior of concern
DRI (Differential Reinforcement of Incompatible Behavior): Reinforce a behavior that cannot occur at the same time as the behavior of concern
DRO (Differential Reinforcement of Other Behavior): Reinforce the absence of the target behavior for a specific amount of time
DRL (Differential Reinforcement of Low Rates): Reinforce the reduction in behavior frequency without eliminating it altogether

You may combine types depending on the situation and the individual’s needs. DRA is often the most sustainable when paired with skill-building.

3. Start With a Functional Assessment

Differential reinforcement must be informed by function. Otherwise, the plan might reinforce a behavior that does not meet the person’s actual needs.

That said, function is only part of the story. Behavior also exists within a broader context of relationships, regulation, developmental readiness, and environmental support. Before jumping to intervention, take a step back and ask whether those foundational elements have been addressed. If they have, proceed with assessing the function as described below.

Steps to guide the process:

Collect baseline data on frequency, duration, and context
Identify the behavior’s function: attention, escape, access, sensory, synthesized, etc.
Use both direct and indirect tools, such as ABC charts or interviews
Consider practical functional assessments if appropriate for the setting

For example, if a student yells to gain attention but is taught to use a break card to escape, the need for connection remains unmet. The strategy must match the function and fit within a supportive system of trust, regulation, and skill-building.

4. Select an Approach That Fits the Context

Choose your differential reinforcement procedure based on:

The function of the behavior
The individual’s profile
The learning history
The setting and team capacity

Tip: Blending DRA with DRO or DRI is often more effective than using one strategy in isolation. Be flexible, curious, and collaborative.

5. Teach the Behavior You Want to See

Do not assume the learner already knows what to do. Make sure you:

Use clear prompting strategies and fading plans
Offer multiple practice opportunities across people and environments
Reinforce attempts and successes consistently using shaping
Ensure the behavior is acceptable and meaningful to the individual

Example: If a nonspeaking learner is receiving reinforcement for spoken requests, the plan is not accessible. Consider AAC, gestures, or other communicative behaviors that match the learner’s needs and preferences.

6. Build a Compassionate Reinforcement Plan

Compassion shows up in how we deliver reinforcement. Keep these principles in mind:

Use reinforcers that the person actually values
Provide choice and agency during learning
Reinforce immediately during early stages
Avoid overly contrived or controlling methods
Respect the emotional and cultural context of the learner

Reinforcement should build confidence and trust, not compliance.

7. Monitor Your Data and Respond Proactively

Ongoing decision-making is key to effectiveness. Regularly ask:

Is the behavior of concern decreasing?
Is the supportive behavior increasing?
Are reinforcers still working?
Is generalization happening?

If progress stalls, revisit the FBA, reflect on the individual’s regulation and engagement, assess the accessibility of skill instruction, and consider whether environmental or relational supports need adjustment alongside your reinforcement plan.

Pro tip: Keep your data visual and actionable. Share graphs or dashboards with your team to support meaningful collaboration.

8. Incorporate Cultural Responsiveness

What is reinforcing is not universal. Consider identity, values, family culture, trauma history, and communication differences.

Reflection questions:

Am I assuming reinforcement preferences based on my perspective?
Have I involved the person and their caregivers in identifying what is reinforcing?
Does the plan affirm the person’s autonomy and culture?
Are we reinforcing compliance or authentic engagement?

Culturally responsive ABA is not optional. It is ethical.

9. Stay Current With Continuing Education

Differential reinforcement is not static. Keep growing with topics such as:

Compassionate DRA or DRO in school settings
Trauma-informed reinforcement practices
DRL protocols that respect pacing and fluency
Practical functional assessment and reinforcement alignment
Neurodiversity-affirming uses of reinforcement

Prioritize CEUs that offer case-based application, peer feedback, and space for reflection.

10. Learn in Community

Differential reinforcement is part of behavior science, but its impact is shaped by connection. Reflective practice grows stronger when it is shared.

If you are someone who wants to use differential reinforcement in a way that supports autonomy, honors identity, and moves beyond the checkbox, you are not alone.

Join the Do Better Collective

You have worked through the to-do list. You have questioned your assumptions and connected the science to the person.

Now, keep growing in a space built for thoughtful professionals like you.

The Do Better Collective offers:

CEUs grounded in real-world practice and affirming values
A supportive online community
Interactive learning that prioritizes curiosity and compassion
Tools and conversations that challenge the status quo in ABA

Whether you want to explore a single CEU or join our full membership, you will find content that honors the kind of practitioner you want to be.

📚 Browse individual courses
🤝 Join the membership community

References

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.
Trump, C. E., Ayres, K. M., Quinland, K. K., & Zabala, K. A. (2020). Differential reinforcement without extinction: A review of the literature. Behavior Analysis: Research and Practice, 20(2), 94.