Which strategy is most consistent with increasing desired behavior while reducing problem behavior?

Which strategy is most consistent with increasing desired behavior while reducing problem behavior?

• A. Differential reinforcement of alternative behavior (DRA)
• B. DRO alone
• C. Punishment-only
• D. Noncontingent reinforcement

Answer: (A)

Differential reinforcement of an alternative behavior focuses on teaching and reinforcing a specific, desirable behavior that can serve as a substitute for the problem behavior. By reinforcing the alternative, you increase how often it occurs, and by not reinforcing the problem behavior, you reduce its frequency. This approach directly links a positive target behavior to the expected outcome, making it more likely the person will choose the appropriate action instead of the problem behavior. For example, if a student taps to get attention, you reinforce raising a hand and asking politely, while ignoring taps; over time, the student learns that the polite request brings attention and the tapping does not. Other strategies can help reduce problem behavior but don’t automatically promote a particular desirable behavior. Differential reinforcement of other behavior reduces problem behavior by reinforcing any behavior other than the target, which is less precise than choosing a specific substitute. Punishment-only can suppress behavior without teaching a replacement skill. Noncontingent reinforcement can decrease problem behavior by providing reinforcers independent of behavior, but it doesn’t train a specific positive alternative to perform.

Differential reinforcement of an alternative behavior focuses on teaching and reinforcing a specific, desirable behavior that can serve as a substitute for the problem behavior. By reinforcing the alternative, you increase how often it occurs, and by not reinforcing the problem behavior, you reduce its frequency. This approach directly links a positive target behavior to the expected outcome, making it more likely the person will choose the appropriate action instead of the problem behavior. For example, if a student taps to get attention, you reinforce raising a hand and asking politely, while ignoring taps; over time, the student learns that the polite request brings attention and the tapping does not.

Other strategies can help reduce problem behavior but don’t automatically promote a particular desirable behavior. Differential reinforcement of other behavior reduces problem behavior by reinforcing any behavior other than the target, which is less precise than choosing a specific substitute. Punishment-only can suppress behavior without teaching a replacement skill. Noncontingent reinforcement can decrease problem behavior by providing reinforcers independent of behavior, but it doesn’t train a specific positive alternative to perform.