Addressing Autism Spectrum Disorder using Differential Reinforcement of Other Behaviors (DRO)
Case 1
Jack is definitely suffering from autism spectrum disorder. Though he can do a lot on his own, his social skills are obviously underdeveloped (Matson, 2009). The most appropriate technique to implement is Differential Reinforcement of Other Behaviors (DRO) (O’Donohue & Fisher, 2009). Under this technique, a student is reinforced (rewarded) for each time that a behavior that is not desirable is not displayed within a designated time period. Jack who has a habit of kicking other students every 70 seconds will be differentially reinforced if he does not display the behavior within the 70 seconds time period. However, the approach is of a positive nature and the teacher is not to induce any kind of punishment.
Data is to be collected by direct observation of jack’s behavior pattern. The teacher should clearly spell out to Jack the kind of reward that he is to receive as the first way to induce behavior change. Frequency count is to be conducted to figure out whether introduction of a reward is reducing the occurrence of the behavior. The reward will be based on a pre-set time interval that jack must be able to withhold the undesirable behavior of kicking and hitting other students. If the behavior prevails within the designated time period, it will signify the commencement of another interval. Due to Jack’s small age, the teacher would consider restraining the behavior e.g. by holding his hands and/or legs while telling him not to kick or hit other children.
He should also be allowed sufficient time on the trampoline to ease his state. The above procedure should be able to reduce his kicking intervals gradually from every 70 seconds to 3 minutes, 10 minutes and so on until the behavior is completely eradicated.
Figure 1: Column representation of reduction of occurrences of undesirable behavior in 10-minutes intervals in one hour of assessment following introduction of a reward
From the table above, the designated time period for observation is 10 minutes. During the first interval, Jack is observed to display the undesirable behavior of hitting other students every 70 seconds totaling to a count of nine times. however, once the differential procedure is initiated, the total counts reduced significantly to 7 times. With continuous implementation of the procedure during four more intervals, the overall number of occurrences reduces to 2.
Developmental disabilities give rise to disorders that could result to physical impairments, speech disorders, medical conditions and intellectual disabilities (Odom, Horner, & Snell, 2009). With Marie having been diagnosed with mild developmental disorder, the pre-mentioned conditions could greatly affect her productivity at work. The best technique to implement in her case is Differential Reinforcement of Incompatible Behaviors (DRI) (Malott & Shane, 2015). Here, the better and desirable behavior is reinforced in attempt to curb the undesirable behavior. Previously, Marie was achieving the desirable production rates until recently that her rates dropped significantly bringing about negative implications.
Addressing Developmental Disabilities using Differential Reinforcement of Incompatible Behaviors (DRI)
Rather than punishing her for reduced number of assembled items, Marie could be rewarded for achieving a set target of the number of items she ought to assemble per day. Data is to be collected by taking count of the number of items that she is currently assembling. A target is then to be set on the number expected of her and the same clearly communicated to her. She is also to be notified on the reward she is to receive for hitting the target. The best reinforcement could be receiving a 10% increment of her total dues on hitting the target. This will be enough motivation for her to hit the target.
Assuming she had been previously assembling 30 items per day and later dropped to the current number which could be 18, a target of 27 items could be set and could be easily achieved with provision of the reinforcement mentioned above.
In the graph below, it is to be noted that initially, a 1%wage increase was implemented on Marie’s wage and she was able to raise the number of items that she assembled by 1. As the process is continuously repeated, with the percentage increment going up to 10%, she able to hit the target of 28 items set for her.
Figure 2: Graphical representation of increase of items assembled in pursuance of wage increase.
Diagnoses of Jen with autism signifies that various autism spectrum disorders prevail in her life. They are therefore the reason why she has troubles with on time completion of morning routines and getting to the bus on time. Use of Differential Reinforcement of Lower Rates of Behavior (DRL) (Boutot & Tincani, 2009) will therefore help in reduction in frequency of the undesirable behavior (Boutot & Tincani, 2009). Jen’s parents should determine the average time that she spends in completion of her morning routine. Assuming she spends 120 minutes conducting her morning routines, they should inform her that for any morning that the average time spent lowers by 10 minutes than the previous day, there is a reward for her, possibly a candy or her favorite snack.
Jen will definitely perform her routines faster as she desires to receive the reward and this will gradually raise her speed. With time, she will even be in a position to catch the school bus and her mother will no longer have to drive to school thus no more interruptions in her work schedules.
Addressing On-Time Completion of Morning Routines in Children with Autism Spectrum Disorder using Differential Reinforcement of Lower Rates of Behavior (DRL)
Figure 3: Graphical representation of reduction in time spent in routine morning activities in pursuance of a daily reward.
From the graph above, during the first day that the differential reinforcement was introduced, Jen significantly reduced the amount of time spent in the morning by five minutes. Following subsequent implementation in the following days, she was able to reach a desirable preparation time of 30 minutes in the eighth day.
Attention Deficit Hyperactivity Disorder is a brain malfunctioning condition that is characterized by recurrent patterns of poor attention, hyperactivity and impulsivity (Millichap, 2009) as evident in Tom. Due to the high frequency of undesirable behavior, the best technique to implement to reduce the frequency of such behavior would be Differential Reinforcement of Lower Rates of Behavior (DRL) (Boutot & Tincani, 2009). The member of IEP team in charge of Tom should inform him of the number of times per hour that he calls out in class without the teacher’s permission, 15 to be precise.
Data is to be collected by direct observation and count of the frequency of the undesirable behavior. Tom should then be informed that for each hour he reduces the frequency of the behavior by 1, a reward is to be presented to him. Whenever Tom hits the mentioned target, the promised reinforcement should be availed and then proceed by lowering the allowable frequency of the incidents until the team hits an acceptable level. The reward could be a biscuit, candy or any snack observed as Tom’s favorite.
It is from the graph below that the results of implementing the differential reinforcement mentioned can be visualized. Initially, Tom displayed the undesirable behavior 15 times per hour. Following introduction of a reward, the frequency goes down to three time per hour in the 10th hour thus showing the effectiveness of this procedure.
Figure 4: Graphical representation of hourly reduction of behavior frequency of Tom in pursuance of a reward.
Boutot, E. A., & Tincani, M. (2009). Autism Encyclopedia: The Complete Guide to Autism Spectrum Disorders. Sourcebooks, Inc.
Malott, R., & Shane, J. T. (2015). Principles of Behavior: Seventh Edition. Psychology Press.
Matson, J. L. (2009). Applied Behavior Analysis for Children with Autism Spectrum Disorders. Springer Science & Business Media.
Millichap, J. G. (2009). Attention Deficit Hyperactivity Disorder Handbook: A Physician’s Guide to ADHD (2 ed.). Springer Science & Business Media.
Odom, S. L., Horner, R. H., & Snell, M. E. (2009). Handbook of Developmental Disabilities. Guilford Press.
O’Donohue, W. T., & Fisher, J. E. (2009). General Principles and Empirically Supported Techniques of Cognitive Behavior Therapy. John Wiley & Sons.
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