DRI vs DRO vs DRA in ABA: Definitions, Worked Examples and When to Use Each

Applied Behavior Analysis (ABA) is packed with powerful strategies to help children learn new skills and reduce challenging behaviors. Among these, DRI, DRO, and DRA are three widely used differential reinforcement procedures. If you’ve ever wondered, “what is DRI vs DRO vs DRA in ABA?” or searched for a “what is DRI vs DRO vs DRA in ABA example,” you’re in the right place.

This article will break down each method, show you real-world examples, and explain how they can make a difference for your child. Each section opens with a one-sentence definition, and the table below puts all three side by side.

Short answer: DRI reinforces a behavior that can’t happen at the same time as the problem behavior. DRO reinforces the absence of the problem behavior for a set interval. DRA reinforces a more appropriate alternative behavior, ideally one that earns the same outcome as the problem behavior. All three typically withhold reinforcement for the problem behavior where that is feasible and safe.

DRI vs DRO vs DRA at a Glance

What is Differential Reinforcement in ABA?

Differential reinforcement is a cornerstone of ABA therapy. It’s an ABA technique that helps increase positive behaviors while decreasing unwanted ones, without using punishment. Instead, it relies on reinforcing (rewarding) certain behaviors and not others, making it a positive and evidence-based approach for children with autism and other developmental challenges.

Why is Differential Reinforcement Important?

• It’s positive: Focuses on what children can do, not what they shouldn’t do.
• It’s flexible: It can be adapted to various behaviors and settings.
• It’s effective: Backed by decades of research and real-world success stories.

The Big Three: DRI, DRO, and DRA

When people ask, “what is DRI vs DRO vs DRA in ABA?” they’re talking about three types of differential reinforcement, each with its own focus and method:

• DRI: Reinforce behaviors that are physically incompatible with the unwanted behavior.
• DRO: Reinforce the absence of the unwanted behavior for a set interval, whatever else the learner is doing.
• DRA: Reinforce a specific alternative behavior in place of the unwanted behavior, ideally one that serves the same purpose.

Related procedures such as DRL (differential reinforcement of low rates) and DRH (differential reinforcement of high rates) change how often a behavior occurs rather than replacing it. They aren’t covered here.

Let’s break down each one.

DRI (Differential Reinforcement of Incompatible Behavior)

What is DRI in ABA?

DRI stands for Differential Reinforcement of Incompatible Behavior. In DRI, the therapist or parent reinforces a behavior that cannot happen at the same time as the unwanted behavior. In other words, it’s physically impossible to do both at once.

DRI stands for Differential Reinforcement of Incompatible Behavior. In DRI, the therapist or parent reinforces a behavior that cannot happen at the same time as the unwanted behavior. In other words, it’s physically impossible to do both at once.

• Focuses on behaviors that directly contradict the problem behavior.
• Used when you want to completely replace a challenging behavior.
• Reinforcement is only given when the incompatible behavior occurs.

How DRI Works

• Identify the unwanted behavior.
• Find a behavior that cannot occur at the same time.
• Reinforce the incompatible behavior every time it happens.

DRI Examples in Everyday Life

• Example 1: If a child tends to hit others, reinforce them for keeping their hands in their pockets or holding a soft toy. It’s impossible to hit and have hands in pockets at the same time.
• Example 2: For a child who gets up from their seat during lessons, reinforce sitting with hands folded on the desk. Standing and sitting with hands folded can’t happen together.
• Example 3: If a child bites their nails, reinforce them for playing with a fidget toy instead. Nail-biting and fidgeting with a toy are incompatible behaviors.

Worked example (leaving the seat):

• Baseline: the student leaves their seat about 6 times in a 20-minute seatwork block.
• Plan: a token each time the student has stayed seated with materials on the desk for 2 minutes. Leaving the seat gets no attention or token.
• Data: count out-of-seat events per session.
• Thin: once out-of-seat events are rare, lengthen the interval between tokens (for example 2 → 4 → 8 minutes).

When to Use DRI

• When the problem behavior is frequent and you can identify a clear, incompatible behavior.
• When the incompatible behavior is something the learner can do and that is useful in context.

DRO (Differential Reinforcement of Other Behavior)

What is DRO in ABA?

DRO stands for Differential Reinforcement of Other Behavior. With DRO, you reinforce the child for not engaging in the unwanted behavior for a certain amount of time. It doesn’t matter what else they do, as long as it’s not the problem behavior.

DRO stands for Differential Reinforcement of Other Behavior. With DRO, you reinforce the child for not engaging in the unwanted behavior for a certain amount of time. It doesn’t matter what else they do, as long as it’s not the problem behavior.

• Reinforcement is given for the absence of the problem behavior.
• Doesn’t require a specific replacement behavior.
• Useful when you can’t easily identify an alternative or incompatible behavior.

Types of DRO

There are several types of DRO, each with its own timing and rules:

• Whole-Interval DRO: Reinforcement is given if the problem behavior does not occur at all during the entire interval.
• Momentary DRO: Reinforcement is given if the problem behavior is not occurring at the precise moment the interval ends.
• Interval DRO: Similar to whole-interval, but intervals can be adjusted.
• Spaced-Responding DRO: Reinforcement is provided if the behavior is spaced out over time.

DRO Examples in Practice

• Example 1: A child who screams during class is reinforced with a sticker for each 10-minute interval they don’t scream.
• Example 2: During a family dinner, a child who usually interrupts is praised for each five-minute period they don’t interrupt.
• Example 3: A child who throws toys receives a token for every 15 minutes they don’t throw anything.

Worked example (setting the interval):

• Baseline: screaming averages once every 4 minutes.
• Start: whole-interval DRO at 3 minutes, at or below the baseline average, so the learner earns reinforcement early and often.
• Deliver: a sticker or token for each full 3 minutes with no screaming. A scream restarts the timer.
• Thin: as screaming drops consistently, lengthen the interval gradually (for example 3 → 5 → 10 minutes).
• Pair: teach a replacement skill alongside, because DRO alone doesn’t teach one.

When to Use DRO

• When the function is unknown, or no suitable replacement or incompatible behavior can be identified.
• When the behavior occurs often enough to set an interval from baseline data.
• When you want to reinforce any behavior that isn’t the problem behavior.
• When you can pair it with teaching a replacement skill.

DRA (Differential Reinforcement of Alternative Behavior)

What is DRA in ABA?

DRA stands for Differential Reinforcement of Alternative Behavior. In DRA, you reinforce a specific alternative behavior that serves the same function as the unwanted behavior. The alternative behavior doesn’t have to be physically incompatible, but it should be more appropriate and meet the child’s needs.

DRA stands for Differential Reinforcement of Alternative Behavior. In DRA, you reinforce a specific alternative behavior that serves the same function as the unwanted behavior. The alternative behavior doesn’t have to be physically incompatible, but it should be more appropriate and meet the child’s needs.

• Focuses on teaching a positive behavior that replaces the problem behavior.
• The alternative behavior should serve the same purpose (e.g., communication, escape, attention).
• Reinforcement is only given when the alternative behavior occurs.

Types of DRA

There are three main types of DRA:

1. Functional Communication Training (FCT): Teaching the child to use words or signs to communicate instead of using problem behaviors.
2. Skill Replacement: Reinforcing a new skill that serves the same function as the unwanted behavior.
3. Competing Response Training: Reinforcing a behavior that competes with the problem behavior but isn’t necessarily incompatible.

DRA Examples in Real Settings

• Example 1: A child who screams to get attention is reinforced for saying “excuse me” instead.
• Example 2: A student who throws materials when frustrated is reinforced for asking for a break.
• Example 3: A child who grabs toys from others is reinforced for requesting a turn verbally.

Worked example (attention-maintained screaming):

• Function: attention, confirmed by an FBA.
• Teach: “excuse me” or a shoulder tap.
• Deliver: the adult responds right away every time the new behavior is used.
• Withhold: screaming no longer produces attention.
• Thin: once the new behavior is reliable, gradually thin reinforcement (for example by teaching the child to wait briefly).

When to Use DRA

• When you can identify the function of the problem behavior.
• When you want to teach a positive, socially appropriate alternative.
• When you can make the alternative behavior easier and quicker to get reinforced than the problem behavior.

DRI vs DRO vs DRA in ABA: Key Differences and Similarities

Understanding “what is DRI vs DRO vs DRA in ABA?” comes down to knowing how each method targets behavior:

Understanding “what is DRI vs DRO vs DRA in ABA?” comes down to knowing how each method targets behavior:

All three are positive, evidence-based, and can be used together or separately depending on the child’s needs.

All three are positive, evidence-based, and can be used together or separately depending on the child’s needs.

What is DRI vs DRO vs DRA in ABA Example?

Here’s a handy table showing “what is DRI vs DRO vs DRA in ABA example” for quick reference:

Here’s a handy table showing “what is DRI vs DRO vs DRA in ABA example” for quick reference:

This table helps clarify “what is DRI vs DRO vs DRA in ABA example” for parents and therapists alike.

Tips for Parents and Therapists: Making Differential Reinforcement Work

• Be Consistent: Reinforce every time the target behavior happens, especially at first.
• Use Meaningful Rewards: Choose reinforcers that are motivating for your child.
• Keep Intervals Short at First: For DRO, start with short intervals and gradually increase as the child succeeds.
• Know the Function: For DRA, make sure the alternative behavior meets the same need as the problem behavior.
• Track Progress: Keep data or notes to see what’s working and adjust as needed.
• Collaborate: Work with your ABA team to tailor strategies to your child’s strengths and challenges.

How Little Champs ABA Can Help Your Child Succeed

At Little Champs ABA, we believe every child is a champion in the making. Our approach is all about celebrating progress—big and small—using proven ABA strategies like DRI, DRO, and DRA. Here’s what makes us different:

• Personalized Plans: No two children are the same, so neither are their therapy plans. We create custom programs based on your child’s unique strengths, needs, and family goals.
• Data-Driven Progress: Every decision is backed by data, ensuring your child’s therapy is always moving forward.
• Family Partnership: We work closely with parents and caregivers, offering ongoing training and support so you can reinforce progress at home.
• Flexible Services: In-home, in-school, and remote options to fit your family’s schedule and comfort.
• Celebrating Every Victory: From the first word to new friendships, we’re there to cheer on every milestone.
• Insurance Support: Our team helps you navigate insurance paperwork so you can focus on your child’s growth, not the red tape.
• No Waitlists: We’re ready to help as soon as you are—because every moment counts.

Ready to see your child shine? At Little Champs ABA, we’re more than therapists—we’re your child’s biggest fans.

Conclusion

Understanding “what is DRI vs DRO vs DRA in ABA?” is a game-changer for parents and therapists. These strategies are not just jargon—they’re practical, proven tools that can help your child build new skills, reduce challenging behaviors, and grow in confidence.

If you’re ready to see your child become a Little Champ, let’s make it happen together. Call us today and ask about our “First Step Forward” session—an exclusive, no-obligation meeting where we’ll help you map out your child’s unique path to success. Because every champion’s journey starts with a single step—and we can’t wait to take it with you.

Frequently Asked Questions (FAQs)

Is DRA the same as DRI?

Not quite, but they’re closely related. DRA reinforces a specific alternative behavior that serves the same function as the problem behavior, while DRI reinforces a behavior that is physically incompatible with the problem behavior—they cannot happen at the same time. Because an incompatible behavior is one kind of alternative, some texts treat DRI as a type of DRA.

What is a DRI in ABA?

DRI in ABA stands for Differential Reinforcement of Incompatible Behavior. It’s a strategy where you reinforce a behavior that cannot occur at the same time as the unwanted behavior, helping to replace the problem behavior with a positive one.

What are the common forms of DRA?

Two common forms of DRA are:

1. Functional Communication Training (FCT): Teaching communication as an alternative.
2. Skill Replacement: Reinforcing a new skill that serves the same function.

What is the difference between whole-interval and momentary DRO?

In whole-interval DRO, reinforcement is delivered only if the problem behavior did not occur at any point during the interval. In momentary DRO, reinforcement is delivered if the behavior is not occurring at the moment the interval ends, even if it occurred earlier in the interval.

For BCBAs, BCBA candidates and RBTs: Little Champs ABA is hiring BCBAs and RBTs across Utah, Colorado and Georgia. Our clinicians get CEUs, clinical leadership and a caseload they can shape around their schedule and location. See open roles on our careers page.

Sources:

• Cooper, J. O., Heron, T. E., & Heward, W. L. (2020). Applied Behavior Analysis (3rd ed.). Pearson.
• Petscher, E. S., Rey, C., & Bailey, J. S. (2009). A review of empirical support for differential reinforcement of alternative behavior. Research in Developmental Disabilities, 30(3), 409–425.
• Tiger, J. H., Hanley, G. P., & Bruzek, J. (2008). Functional communication training: A review and practical guide. Behavior Analysis in Practice, 1(1), 16–23.