The subject is reinforced for maintaining a lower rate of behavior than that observed at baseline. It is applicable when what you want is to reduce certain behaviors, but not eliminate them.
It is a positive approach, subjects can continue to receive reinforcement for the emission of the behavior at an appropriate rate. It is also a tolerant approach (“What you do is fine as long as you don’t do it too much”).
Since its objective is to moderate behaviors, it can be useful for the development of self-control in behaviors such as smoking, drinking alcohol, overeating, etc.
It can be applied in 2 ways:
- Interval method: Establish a time interval in which a certain number of responses is allowed (The time interval increases). Reinforcement only appears if the behavior occurs less frequently, more spaced out over time. It is the one that produces the fastest effects of the 2 methods.
- Full session method: The time interval is kept constant and the number of responses allowed to receive reinforcement is reduced (the smoker who consumes 40 cigarettes, if he consumes 30, receives reinforcement).
This procedure is effective, producing a progressive reduction in the response rate.
Disadvantages:
- It requires a long time to be effective.
- It focuses on undesirable behavior (appropriate behaviors that are emitted in the temporal interval may go unnoticed).
- It can lead to the subject considering that a maladaptive behavior is appropriate, emitting it at low rates. Restrict the method to behaviors that are excessive but acceptable, and do not apply it to self-harming, aggressive or dangerous behaviors.
A variant of RDTB: The Good Behavior Game (two or more groups of children compete to see which of them breaks the rules the least).
Application rules:
- Select appropriate and effective reinforcers for the subject.
- Reinforcers should be applied immediately as soon as possible, upon completion of the predetermined intervals and only when the behavior has been maintained at the appropriate rate. Do not issue reinforcement in a way that coincides with the emission of the maladaptive behavior, if this occurs at the end of the interval (wait until the child is emitting an adapted behavior).
- Reinforcement should be combined with discriminative stimuli that signal when it will be available. The behavior modifier and the subject can agree on rules that serve as discriminative stimuli (the teacher can write down a line on the board each time the child speaks in class, or a clock that is visible to him).
- As the emission of the behavior at a lower rate begins to consolidate, reinforcement should be provided less frequently.
- The response rate at the baseline must be taken as a reference to set the interval in which reinforcement will be issued, so that in principle, the subject can obtain reinforcement with high probability. Set the goal behavior criterion and intermediate criteria.
- The intervals must be increased gradually and slowly (The subject’s behavior must set the tone).
- It can be combined with other procedures (response cost).
The reinforcer follows any behavior that the individual emits with the exception of the inappropriate behavior that we want to eliminate. The absence of inappropriate behavior for a period of time is reinforced, that is, it is placed under extinction, while any alternative behavior is reinforced.
This is a positive approach.
It is possible to find people who perform a problem behavior at such a high rate that other behaviors are not likely to occur (rocking of an autistic child).
Application rules:
- RDO is a differential reinforcement method: specific and powerful reinforcers must be selected for the subject in question.
- The program must be designed to reinforce the emission of undesirable behavior in advance.
The most common method is to establish a time interval in which, if the subject does not emit the undesirable response, he or she obtains reinforcement. At first, the duration of the interval will be short (so that reinforcement is gained frequently). Afterwards, the intervals can be gradually increased. The initial interval depends on the frequency of the target behavior (it is recommended: 5-10 sec with very frequent behaviors, 1–10 min with moderate frequency behaviors, and up to 30 min with low frequency behaviors).
Another way: temporarily delay the emission of reinforcement if the subject has emitted the maladaptive behavior (in high-frequency behaviors or when he does not respond to the previous method).
- It is better to use variable interval programs than fixed interval (fixed interval is less resistant to extinction and more difficult to generalize).
- Use a stopwatch with an audible signal, so as not to forget to reinforce at the appropriate times.
- Gradually increase the time interval and eliminate the RDO contingency without the subject losing the amount of net reinforcement. The distance between RDO intervals should be increased rapidly, after 2 or 3 reinforced intervals.
- Inform the subject of the DRO contingency (those who understand the instructions can be subjected to low rates of reinforcement from the beginning).
- It should not be applied as a sole procedure if the response is dangerous or must be suppressed quickly.
- It must be applied in as many contexts as the behavior appears.
- Do not reinforce other behaviors that are maladaptive.
Disadvantages of RDO:
- Behaviors that are as undesirable or more so than the one you are trying to eliminate can be reinforced.
- Behavioral contrast: If a behavior treated with RDO is placed under discriminative stimulus control, the rate of the behavior will decrease under the condition paired with RDO, but will increase under other conditions (Treating a child’s tantrums at school with RDO, but not in home).
Advantages:
- It produces changes relatively quickly and lastingly.
Identify and select one or more behaviors incompatible with the behavior you are trying to eliminate. It is preferable to choose a behavior that is already in the subject’s repertoire, that can be maintained in the usual environment, and that is useful to the subject. If the alternative behaviors are not in the subject’s repertoire, shaping or chaining will be used to implement them.
Select appropriate reinforcers for contingent application to the emission of the incompatible behavior. Initially continuously and later intermittently. Eliminate reinforcement of the undesirable behavior, leaving it under extinction. Have the subject execute the alternative behavior in all usual contexts.
Disadvantages:
- It takes some time to achieve results (until the incompatible behavior reaches an adequate rate).
- Difficulties in selecting and defining incompatible behavior.
- To obtain faster effects, RDI should be combined with other procedures such as time out, overcorrection or punishment.
Competence reaction training (Azrin and Nunn), for the treatment of nervous habits (tics, nail biting, hair pulling, stuttering, etc.), is based on principles similar to RDI, since it involves the subject performing competing responses that prevent starting and maintaining the habit (in which they bite their nails, putting on gloves).
Appropriate characteristics of effective competing responses:
- They must prevent the conduct from being carried out before it is carried out.
- It should be possible to maintain the competing response for several minutes without it appearing strange to some potential onlooker.
- The competing response must not hinder normal activities.
- The competing response must make the subject aware of the absence of the inappropriate behavior.
- Subjects must carry out the competence reaction as soon as they feel impulses to engage in the inappropriate behavior, whenever they are in a situation that incites it or even when it has already started.
- It should be done for a period long enough for the impulse to subside. After this time, the subject must self-reinforce himself for having carried out the incompatible behavior and not the appropriate one.
Schneider and Robin’s turtle technique is a method of learning alternative responses to eliminate aggressive responses and tantrums in children with problems.
It consists of 4 phases:
- The story of the turtle is told to the child.
- A practical session is carried out in which you are taught to imitate the turtle’s response.
- The teacher has the child practice the technique in various simulated situations that cause frustration.
- A daily record is kept and correct actions are positively reinforced.
Differences between RDI and RDO:
- RDO is easier to apply and produces faster effects. It has the disadvantage of reinforcing negative behaviors different from the target behavior (it will have to be combined with other procedures or RDI).
- If the incompatible behaviors are well established, RDI produces better effects than RDO, even receiving less reinforcement under this condition.
It is an effective technique that has been applied from children as young as one and a half years old to adults with mental retardation or psychotic disorders. Effective in tantrums, table fights, food theft, destructive and aggressive behaviors, negativism and disobedience, relationship problems, tics, excessive alcohol consumption, etc.
APPLICATION RULES: Before applying it, consider the use of other behavior reduction techniques (extinction, RDO or RDI). Ensure that the subject can perform an appropriate alternative behavior (if not, use shaping or modeling techniques). Use time-out reinforcement along with positive reinforcement of alternative behaviors. The application of time-out must be contingent only on the target behavior, not on others not previously specified (its excessive use is unnecessarily aversive for the subject and confuses him). Time-out must be applied consistently, even if the person complains, resists, or promises to behave. However, there is evidence that this technique can be effective applied intermittently, although it does not have to be that way from the beginning.
Arrange an area so that the subject can be isolated without the possibility of entertaining himself or performing other behaviors that are attractive. Modify the environment so that it facilitates the emission of appropriate behaviors. The isolation area must be close enough so that the time-out can be applied immediately after the inappropriate behavior is issued. Isolation is not always necessary.
Sulzer-Azaroff and Mayer: contingent observation procedure: When in a group of children working together, one of them emits maladaptive behaviors, he or she is placed a few meters away. Another alternative: Put a necklace or ribbon on the child. Whenever procedures that do not involve isolation can be applied, they should be chosen. When this procedure is used with children, it should be of moderate duration (@ 4 minutes, no more than 1 minute for each year of the child). You should start for short periods and increase them.
Using long periods from the beginning prevents…