What Is Differential Reinforcement of Other Behavior in ABA Therapy?
Differential reinforcement of other behavior (DRO) is an Applied Behavior Analysis (ABA) procedure that reduces an interfering behavior by reinforcing the absence of that behavior across a specified time interval. The learner doesn’t have to engage in any particular replacement behavior; they simply need to refrain from the target behavior. If a learner makes it through a defined interval without the interfering behavior occurring, the behavior technician delivers reinforcement. DRO sits alongside differential reinforcement of alternative behavior (DRA) and differential reinforcement of incompatible behavior (DRI) as one of the three most common differential reinforcement procedures in ABA practice.
The key feature of DRO is that it doesn’t require the team to identify or teach a specific replacement behavior. Where DRA reinforces a functional alternative and DRI reinforces a physically incompatible behavior, DRO reinforces simply the non-occurrence of the target behavior over a chosen interval. This can be useful when the team is still working out the function of the interfering behavior, when there isn’t a clear replacement to teach, or when the interfering behavior occurs frequently enough that any meaningful gap is worth reinforcing.
DRO procedures come in two main variations. In whole-interval DRO, the behavior technician observes the learner across a defined interval (say, five minutes) and delivers reinforcement only if the target behavior didn’t occur at any point during it. In momentary DRO, the behavior technician checks at the end of each interval and delivers reinforcement if the target behavior isn’t happening at that moment, regardless of what occurred during the interval. According to the Vanderbilt IRIS Center’s information brief on DRO, a federally funded resource at Vanderbilt University, the interval length is typically calibrated to the baseline frequency of the interfering behavior—shorter intervals for behaviors that occur often, longer intervals for behaviors that occur less frequently.
Behavior analysts use DRO carefully. Because it reinforces the absence of one specific behavior, it doesn’t teach the learner what to do instead—and in some cases, it can inadvertently reinforce a different interfering behavior the team hasn’t identified. For that reason, contemporary practice often pairs DRO with skill-building procedures, or uses it as a starting point until the team can transition to DRA or DRI.
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Examples of Differential Reinforcement of Other Behavior
Example 1: Reducing vocal stereotypy during instruction
A behavior technician working with an eight-year-old client notices repeated vocal stereotypy during structured teaching sessions. Functional behavior assessment data is inconclusive about the maintaining variable, and the team can’t pinpoint a clear functional replacement to teach. The behavior analyst designs a momentary DRO: every two minutes, the behavior technician checks whether the learner is engaging in vocal stereotypy at that moment. If not, the learner earns a token. After several weeks, the team observes that the rate of vocal stereotypy during sessions has decreased, and they gradually extend the interval as the learner’s engagement improves.
Example 2: A school transition routine
A six-year-old client engages in interrupting behavior—whining and leaving the line—during school hallway transitions. The behavior analyst designs a whole-interval DRO: if the learner stays in line and refrains from whining for the duration of a single transition (about three minutes), they earn a small reinforcer at the next classroom. The therapist coaches the child’s school team on implementation. Over a few weeks, the learner’s transitions become smoother as the absence of the interrupting behavior is consistently reinforced. For more on supporting kids during school transitions, see our blog post on 10 tips to transition kids with autism back to in-person school.
Example 3: Sleep-related self-soothing
A five-year-old client engages in head-banging at bedtime, a behavior the family has tried many approaches to address. The behavior analyst designs a DRO procedure that the parents implement, with coaching from the team’s therapist. At regular intervals during the bedtime routine, the parent quietly delivers a small token if no head-banging has occurred. Five tokens earn an additional preferred book before sleep. The interval starts very short and is gradually extended as the behavior decreases, and the family pairs the procedure with environmental adjustments to make the bedtime routine more comfortable overall.
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Why Is Differential Reinforcement of Other Behavior Important in ABA?
DRO matters in part because it can be applied in situations where the other differential reinforcement procedures don’t fit cleanly. When the function of the interfering behavior is unclear, when no suitable replacement behavior has been identified, when the behavior is maintained by automatic reinforcement that’s hard to compete with, or when the team needs a procedure that’s straightforward for multiple staff or family members to implement—DRO can provide a workable path forward while the team continues to refine its understanding of the learner’s needs.
DRO is also flexible. The interval length, the type of reinforcer, and the choice between whole-interval and momentary DRO can all be calibrated to the individual learner. Behavior technicians collect data on baseline rates, intervention rates, and reinforcement delivery, and the behavior analyst uses that data to adjust the procedure over time. As the interfering behavior decreases, the team can fade reinforcement by lengthening intervals or moving to intermittent reinforcement.
That said, DRO is not without limitations—limitations that matter enough to discuss openly. Because DRO reinforces the absence of one specific behavior, it doesn’t teach the learner what to do instead, and the team has to watch for inadvertent reinforcement of other interfering behaviors. Contemporary ABA addresses this by pairing DRO with active skill-building or transitioning to DRA when an appropriate alternative emerges. The procedure also raises real questions about the learner’s experience—they’re receiving reinforcement for what they’re not doing, which can feel different from procedures that reinforce active engagement. For more on contemporary ABA’s shift toward learner-centered, assent-aware practice, read our blog post on a fresh approach: empowering children with autism.
Used thoughtfully, DRO can be a valuable part of a broader ABA program. It tends to be most effective when it’s one tool in a larger plan rather than the only tool, when it’s combined with environmental supports and skill-building procedures, and when the team continues to look for opportunities to move toward more constructive procedures as the program develops.
FAQs About Differential Reinforcement of Other Behavior
What’s the difference between whole-interval DRO and momentary DRO?
In whole-interval DRO, the behavior technician observes the learner for the entire interval (say, five minutes) and delivers reinforcement only if the target behavior didn’t occur at any point. In momentary DRO, the behavior technician checks at the end of each interval and delivers reinforcement if the target behavior isn’t happening at that moment. Whole-interval DRO is more stringent and often more effective for reducing the target behavior, but it requires constant observation. Momentary DRO is more practical in busy environments but may be less efficient. The behavior analyst chooses based on the implementation context.
How is DRO different from DRA or DRI?
DRA reinforces a specific alternative behavior that serves the same function as the interfering behavior. DRI reinforces a behavior that is physically incompatible with the interfering behavior. DRO reinforces neither—it simply reinforces the absence of the target behavior across a time interval, regardless of what the learner is doing instead. DRA and DRI build specific skills; DRO does not. For that reason, behavior analysts often prefer DRA or DRI when a suitable replacement behavior can be identified, and use DRO when no clear replacement is available or as a temporary measure while developing one.
How do behavior analysts choose the right interval length?
Interval length is typically based on the baseline frequency of the interfering behavior. If a learner engages in the behavior an average of every three minutes during baseline, the team might start with intervals slightly shorter than that—say, two and a half minutes—so the learner has a reasonable chance of earning reinforcement. As the behavior decreases, the interval is gradually extended. Setting the initial interval too long can mean the learner rarely earns reinforcement, which undermines the procedure. Setting it too short can dilute the contingency.
Can DRO be used with younger learners or those new to ABA?
Yes, with adjustments. Younger learners and those newer to ABA often benefit from shorter intervals and more concrete reinforcers, since the connection between behavior and reinforcement needs to feel immediate. Visual supports—a chart, a timer, or a token board—can make the procedure more transparent for learners who benefit from seeing the structure. The behavior analyst calibrates the procedure to the learner’s developmental level and adjusts based on what the data shows.
Are there situations where DRO should not be used?
DRO is generally not the best choice when a clear functional replacement behavior can be taught (DRA usually works better) or when the interfering behavior is maintained by reinforcement the team cannot withhold. It’s also not appropriate when the procedure would mean ignoring genuine signals of distress or unmet needs from the learner. Contemporary ABA expects clinicians to ask not just “will this reduce the behavior” but also “is this the right intervention for this learner, given everything we know about them?”
Key Takeaways About Differential Reinforcement of Other Behavior
- Differential reinforcement of other behavior (DRO) reduces an interfering behavior by reinforcing the absence of that behavior across a specified time interval.
- DRO has two main variations: whole-interval (reinforcement only if the target behavior didn’t occur at any point during the interval) and momentary (reinforcement if the target behavior isn’t occurring at the end of the interval).
- Interval length is typically calibrated to the baseline frequency of the behavior—shorter intervals for behaviors that occur often, longer intervals as the behavior decreases.
- Unlike DRA and DRI, DRO doesn’t require teaching a specific replacement behavior, which makes it useful when no clear alternative has been identified.
- DRO’s main limitation is that it doesn’t teach the learner what to do instead, so contemporary ABA typically pairs it with skill-building procedures.
- Behavior technicians collect data on intervention rates and reinforcement delivery, and the behavior analyst uses that data to refine and fade the procedure over time.
