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By the end of this lesson, Educators will be able to define, differentiate, and apply various types of differential reinforcement procedures in educational settings.

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Teachers will:
- Identify the four main types of DR procedures
- Analyze case scenarios to determine appropriate DR strategies
- Design basic shaping procedures for classroom behaviors
- Evaluate the effectiveness of different reinforcement schedules

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Interactive presentation on the four main types of DR:
- DRI (Differential Reinforcement of Incompatible Behavior)
- DRA (Differential Reinforcement of Alternative Behavior)
- DRO (Differential Reinforcement of Other Behavior)
- DRL (Differential Reinforcement of Lower Rates)

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ABA Exam Review - Behavior Tech & Behavior Analyst

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Differential Reinforcement: DRO, DRI, DRA, DRH, DRD, DRL | ABA Terms | RBT and BCBA Exam Review

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In small groups using Padlet's collaboration features, analyze real-world classroom scenarios and identify which DR procedure would be most appropriate. Share your reasoning with the class.

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Interactive workshop: Design a shaping program for a common classroom behavior (e.g., raising hand, completing work, transitioning between activities). Include successive approximations and reinforcement criteria.

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How can differential reinforcement and shaping procedures be effectively used to promote positive behavior change in educational settings?

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Partners will role-play teacher-student interactions using different DR procedures. Document observations and provide peer feedback through Padlet's comment feature.

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Advanced students will create a decision-making flowchart for selecting appropriate DR procedures based on different behavioral scenarios.

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Throughout the lesson, students will complete quick checks for understanding using response cards and group discussions.

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Students will be evaluated on their ability to:
- Correctly identify DR procedures
- Justify their choices
- Propose implementation strategies
- Consider potential challenges

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Students will complete a comprehensive assessment including:
- Multiple choice questions on DR types
- Short answer scenarios
- Design of a basic shaping program

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Positive behavior supports and interventions (PBIS) are strategies that schools use to improve student behavior. PBIS provides effective interventions that guide positive behaviors and create environments to help all students succeed.

What are behavioral supports and interventions?

The PBIS framework fits within a multi-tiered system of supports (MTSS) and interventions that allow educators to target and aid all students, regardless of their needs.

This structure of interventions provides individualized support for students who have more robust behavioral needs. Within the multi-tiered system, students with disabilities receiving assistance from an Individualized Education Program (IEP) or special education programs have consistent guidance. This also includes students with autism spectrum disorders or developmental disabilities who may need Tier three support.

The ABCs of Behavior Assessment

Behavior assessment provides key data to inform effective PBIS. Teachers typically know their students very well and continue to learn more through observing challenging behaviors within their classroom. Proper analysis of behaviors can give educators insight into the diverse needs within a school or classroom and help them create appropriate PBIS.

One standard format of observing and recording behavior uses the ABCs of behavior assessment. This method of data analysis is often used within special education programs to assess and respond to ongoing student needs. The "ABC" refers to:

After using the ABC method to notice challenging behaviors, the next step is implementing the appropriate positive behavioral interventions to avoid misbehavior and build a warm, focused, and friendly school and classroom culture. With the necessary interventions, all students can be prepared to learn and excel academically.

9 Examples of Positive Behavioral Interventions

Here are nine specific examples of PBIS interventions that you can use in your classroom to reinforce positive student behavior and expectations.

Set clear routines for everything you would like students to do in your classroom, rather than assuming that students know your expectations. Be sure to demonstrate how you would like things to be done. Although it can be tedious, this is key to building a classroom environment that is consistent and predictable.

When building and executing classroom routines, remain explicit so that students clearly understand your expectations. Give students multiple opportunities to practice classroom routines, provide ongoing support for routines and behaviors, reinforce expected behaviors, and explain the consequences if students do not meet expectations.

For example, you may create hand signals for common student requests like getting water or going to the restroom or a simple gesture to use when students should wait for their turn to speak.

At times, students may become overwhelmed or overstimulated, leading to unregulated behavior choices. Students may benefit from a three- to five-minute break to reset and get focused. Consider allowing students to rest and reset before a starting new activity or transitioning to a new task.

Use breaks as a time for self-management and self-regulation. Self-management allows students to pause, reflect, and adjust problematic behavior. Helping students build these skills will let you get back to teaching and learning as quickly as possible. Breaks also help students build skills to self-regulate by assisting the students in determining when their behavior is impulsive and getting back in the mindset to learn.

For example, you can use breaks for meditation, breathing exercises, or movement exercises that help center and settle the student's mind and body.

3. Silent Signals

Create silent signals to remind your students to pay attention and remain on task. These signals can be for your whole class, or you can establish unique signals for a particular student who needs extra behavioral support.

Silent signals are an effective intervention because they quickly reinforce behavioral expectations with minimal disruption. You can come up with signals for your class, or you all can create signals that work best for your community together. Additionally, you can create signals to express your expectations for your students, and you can also come up with signals to allow your students to express their needs to you.

4. Proximity

Proximity is another helpful silent intervention for teachers to redirect student behavior. By getting physically closer to a student, you can get them on-task without giving verbal instructions.

Use proximity when teaching a lesson, during independent work, or in transitions to a new task.

5. Quiet Corrections

When students are off task, they often seek attention. Teachers need to remove the stage when addressing them. Quiet corrections allow you to control the situation and keep the public stage out of the student interaction.

6. Special Tasks

Special tasks will give the student a chance to reset and come back and join the class. Consider ways to encourage leadership and peer interaction by pairing the student up with a classmate as a helper on an academic task. This communicates that you are willing to provide support while encouraging interactions that help build community.

7. Positive Phrasing

Do this when establishing class rules. For example, try phrasing a class rule by saying, "we always walk in the hall" instead of saying, "don't run in the halls."

Here's another example teachers can use if a student is not completing their homework. Instead of saying, "if you don't complete your homework tonight, you will stay inside and complete it at recess tomorrow," say, "if you finish your homework tonight, you will get to go outside and play with your friends." Both express the need to complete homework, but the second statement can encourage a behavior change more effectively.

8. Behavior Statements

Simply state the appropriate behaviors you want to see or acknowledge students who meet expectations right away. This rewards positive behavior and repeats the expectation for students who may not have heard the first time.

For example, when students are lining up and all of them are not ready, you can quickly state the specific behavior that some students are doing correctly. In no time, other students will mimic that behavior to receive positive praise. It is essential to acknowledge and praise appropriate behaviors in your classroom constantly.

9. Tangible Reinforces

Get Started with Positive Behavior Supports & Interventions

Teachers, staff, and administrators all have challenging jobs. We must guide and mold the future leaders of our communities towards academic excellence. When adequate behavior supports and interventions are in place, educators can discourage and avoid disruptive behavior that detracts from teaching and learning.

Unified Classroom® Behavior Support helps educators manage social and emotional learning (SEL) and multi-tiered systems of support (MTSS), like PBIS, to help improve student well-being and school culture and achieve more equitable outcomes. With tools, strategies, and resources designed to support your school team, you can transform your school culture with practical implementations of PBIS and provide behavioral support for all students.

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9 Examples of Positive Behavior Supports & Interventions

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As challenging student behaviors increase, teachers can turn to positive behavior support & interventions (PBIS) to encourage positive change.

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Class discussion on key takeaways and potential challenges in implementing DR procedures in real classroom settings.

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Students will complete a 3-2-1 reflection:
3 things they learned
2 questions they still have
1 way they plan to use DR in their future practice

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Observe a classroom setting (in person or video) and identify instances of DR procedures being used or opportunities where they could be implemented.

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Design a detailed implementation plan for one DR procedure in a specific classroom scenario. Include target behavior, reinforcement schedule, and data collection method.

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Review supplementary materials on behavioral modification techniques in educational settings.

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Aba parent training differential reinforcement | TPT

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