What Is Differential Reinforcement of Alternative Behavior in ABA Therapy?
Differential reinforcement of alternative behavior (DRA) is an Applied Behavior Analysis (ABA) procedure that reduces an interfering behavior by reinforcing a different, more appropriate behavior that serves the same function. Instead of trying to suppress an unwanted behavior directly, DRA teaches the learner a better way to get what they’re seeking—and then reinforces that better way consistently enough that it takes the place of the original behavior.
The procedure rests on a key insight from behavior analysis: every behavior serves a purpose, even the ones that are hard to live with. A child who screams to escape a non-preferred task is communicating just as clearly as one who asks for a break. The screaming works for them, so they keep doing it. DRA changes the contingency. The behavior technician begins reinforcing a more appropriate alternative response—handing over a break card, saying “all done,” pointing to a picture—while the original behavior no longer earns the same outcome. Over time, the new behavior takes hold because it works just as well or better than the old one did.
DRA is one of several differential reinforcement procedures used in ABA, alongside DRO (differential reinforcement of other behavior), DRI (incompatible behavior), DRL (lower rates), and DRH (higher rates). According to the Nebraska Autism Spectrum Disorders Network at the University of Nebraska–Lincoln, the alternative behavior chosen in DRA should be as easy or easier to perform as the original behavior, so the learner doesn’t have to work harder to get the same outcome.
DRA is most effective when the team has clearly identified the function of the original behavior—what it’s actually accomplishing for the learner. Behavior technicians often surface that information first, since they’re running the sessions where the behavior shows up; the behavior analyst then synthesizes the picture and designs the procedure. Without that clarity on function, the team might pick a replacement behavior that looks reasonable but doesn’t actually serve the same function, which is why DRA typically follows a functional behavior assessment.
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Examples of Differential Reinforcement of Alternative Behavior
Example 1: Teaching a learner to request a break
A six-year-old client engages in interrupting behavior—pushing materials off the table—whenever a non-preferred academic task is introduced. A functional behavior assessment shows the behavior is maintained by escape from the demand. The behavior analyst designs a DRA procedure: when the learner pushes materials off the table, the task continues without comment; when the learner hands the behavior technician a “break” card, the task is paused for two minutes. The behavior technician implements the procedure across every session and tracks how often the learner uses the break card versus the original behavior. Within a few weeks, the learner is using the break card consistently and the interrupting behavior has dropped to near zero. The alternative behavior earns the learner the same outcome (escape) but in a way that’s safer and more communicative. This kind of intervention is typically documented in a behavior intervention plan.
Example 2: Replacing screaming with a verbal request
A three-year-old client screams to gain her parent’s attention. The behavior analyst, working with the family and the team’s therapist, identifies that the screaming is reinforced by the parent immediately turning to look at her. The DRA plan calls for the parent to teach the learner to tap their arm and say “Mom” instead. When the learner taps and says “Mom,” the parent turns and engages right away. When the learner screams, the parent waits a few seconds, prompts the appropriate response if needed, and reinforces only the appropriate alternative. For more context on this kind of approach to aggressive or interfering behavior, see our blog post on addressing aggressive behaviors in children.
Example 3: Building task completion in place of avoidance
A nine-year-old client puts his head down on the desk whenever math worksheets appear. The behavior technician working with him notices the pattern and brings the data to the supervising behavior analyst, who hypothesizes the behavior is maintained by escape from a task the learner finds difficult. The DRA procedure has the behavior technician provide a token and brief praise for each completed problem (the alternative behavior). Five tokens earn a short break—the same escape the learner was previously getting by putting his head down. Over time, the team observes that head-down behavior decreases and task engagement increases. The learner is still getting breaks; they’re just earning them through the alternative behavior the team wants to see.
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Why Is Differential Reinforcement of Alternative Behavior Important in ABA?
DRA matters because it shifts the conversation from “how do we stop this behavior” to “what is the learner trying to accomplish, and how can we help them accomplish it more effectively?” That shift is foundational to contemporary ABA. Rather than suppressing interfering behavior through aversive consequences—an approach that’s no longer part of mainstream practice—DRA builds skills that allow the learner to meet their needs in ways that work for them and the people around them.
The procedure is also widely studied and well-supported by evidence. Research stretching back to the 1980s has documented DRA’s effectiveness for reducing aggression, self-injury, elopement, property destruction, and other interfering behaviors across a wide range of learners. Importantly, the research consistently shows that DRA works best when paired with a clear understanding of why the original behavior was happening—which is why functional behavior assessment so often comes first.
DRA also reflects a broader philosophical commitment in contemporary ABA: that interfering behavior is communication, and the most ethical response is to teach a better way to communicate. For more on how this orientation shapes LEARN’s approach to ABA, read our blog post a response to the controversy over autism’s most common therapy.
Finally, DRA depends entirely on something behavior analysts have known for decades: that reinforcement, not punishment, is what builds durable behavior change. For more on the principle DRA is built on, see our glossary entry on positive reinforcement.
FAQs About Differential Reinforcement of Alternative Behavior
How is DRA different from DRO?
DRA reinforces a specific alternative behavior—the learner gets reinforcement for doing something particular in place of the interfering behavior. DRO (differential reinforcement of other behavior) reinforces the absence of the interfering behavior across a set time interval, regardless of what the learner is doing instead. DRA tends to be the stronger long-term tool because it actively builds a new skill, while DRO simply reinforces not doing the old behavior. Behavior technicians and behavior analysts often start with DRA when an appropriate alternative behavior can be identified and taught.
How is DRA different from DRI?
DRI (differential reinforcement of incompatible behavior) is a close cousin of DRA. The difference: in DRI, the alternative behavior is physically incompatible with the interfering behavior—the learner can’t do both at the same time. Hands in pockets is incompatible with hitting; sitting in a chair is incompatible with running around the room. DRA doesn’t require physical incompatibility, just that the alternative behavior serves the same function. Both procedures use the same underlying reinforcement principle.
Does DRA require extinction of the original behavior?
Historically, DRA was defined as requiring extinction—meaning the original behavior no longer earns any reinforcement at all. More recent research suggests DRA can be effective even without strict extinction, particularly when the alternative behavior earns substantially more or richer reinforcement than the original behavior does. In real-world practice, behavior technicians often can’t fully extinguish an interfering behavior (a screaming child still gets a reaction from a passerby, for instance), and DRA can still work as long as the alternative behavior is reinforced enough to outweigh the residual reinforcement.
How do behavior analysts choose the alternative behavior to reinforce?
The alternative behavior should serve the same function as the interfering behavior, be at least as easy as the interfering behavior to perform, and be socially appropriate and reinforceable in the natural environment. The behavior analyst looks at what the learner can already do, the function identified through assessment, and which alternative will be most useful to the learner outside of structured sessions. Functional communication responses (asking for help, requesting a break, asking for attention) are among the most common choices because they generalize so well.
How quickly does DRA work?
Timelines vary widely based on the learner, the function of the behavior, how long the original behavior has been reinforced, and how consistently the team can implement the procedure across settings. Some learners show meaningful change in days; others need weeks or months of consistent practice across home, clinic, and school. The behavior analyst monitors data closely and adjusts the procedure if the alternative behavior isn’t taking hold within the expected timeframe.
Key Takeaways About Differential Reinforcement of Alternative Behavior
- Differential reinforcement of alternative behavior (DRA) reduces an interfering behavior by reinforcing a different, more appropriate behavior that serves the same function.
- DRA typically follows a functional behavior assessment that identifies what the original behavior is accomplishing for the learner.
- The chosen alternative behavior should be as easy or easier than the original, serve the same function, and be socially appropriate.
- DRA is one of several differential reinforcement procedures, alongside DRO, DRI, DRL, and DRH, and is often the strongest long-term choice when an appropriate alternative can be taught.
- Functional communication responses—requesting a break, asking for attention, asking for help—are among the most common alternative behaviors used in DRA.
- DRA reflects a contemporary ABA commitment to viewing interfering behavior as communication and teaching better ways to meet the same need rather than suppressing the behavior through aversive consequences.
