ABA therapy has a lot of technical terms. Some of them sound more complicated than they actually are.
Differential reinforcement is one of those terms. It sounds formal, but what it really means is this: teaching your child new behaviors by reinforcing the ones you want to see more of, while letting the undesired behaviors fade away.
Once you understand how it works, you’ll start recognizing it everywhere—not just in therapy, but in the everyday moments when your child is learning and growing.
What Differential Reinforcement in ABA Really Means
Differential reinforcement is a teaching strategy built on a simple principle: reinforce what you want to see more of.
When your child does something you want to encourage, you reinforce it. That might look like praise, attention, access to a favorite toy—whatever motivates your child. When they do something you’re trying to reduce, you don’t reinforce it. Over time, your child learns which behaviors work and which ones don’t.
This approach doesn’t rely on punishment. ABA therapists use reinforcement because it teaches. Punishment might stop a behavior temporarily, but it doesn’t show your child what to do instead.
Picture this: your child throws their cup across the room when they’re done drinking. You could punish the throw, but that doesn’t teach them what to do with the cup next time. Differential reinforcement teaches them to hand you the cup or say “all done.” Now they have a skill they can use every single time they finish a drink.
Why This Approach Works
Behaviors that get reinforced happen more often. Behaviors that don’t get reinforced eventually fade.
When your child screams for a snack or hits when they’re frustrated, they’re not being difficult. They’re communicating in the way that’s worked for them before. Differential reinforcement helps them learn a more effective way—one that gets them what they need without the struggle.
And the beautiful part? Once you understand how it works, you can use these same principles at home.
The Different Types (And What They Actually Do)
There are a few variations of differential reinforcement. Each one works a little differently depending on what your child needs to learn. You don’t need to memorize the acronyms—just understand what each one does.
Teaching an Alternative Behavior (DRA)
DRA stands for Differential Reinforcement of Alternative Behavior. In other words, you’re teaching your child a different way to accomplish the same goal.
Say your child screams when they want your attention. With DRA, you teach them to tap your shoulder or say “Mom” or “Dad” instead. When they use the new behavior, they get your attention immediately. When they scream, they don’t.
The key is that the alternative behavior serves the same function. Your child still gets attention—they just learn a better way to ask for it.
Reinforcing a Behavior That Can’t Happen at the Same Time (DRI)
DRI stands for Differential Reinforcement of Incompatible Behavior. You reinforce a behavior that physically can’t happen at the same time as the undesired one.
Imagine your child hits other kids when they get excited. With DRI, you might teach them to clap their hands or give high-fives instead. You can’t hit someone if your hands are clapping. So you reinforce the clapping, and over time, hitting decreases because there’s a better option that still lets them express excitement.
Reinforcing When the Behavior Doesn’t Happen (DRO)
DRO stands for Differential Reinforcement of Other Behavior. Instead of reinforcing a specific replacement behavior, you’re reinforcing any period of time when the undesired behavior doesn’t occur.
Let’s say your child interrupts every time you’re on the phone or talking to another adult. You might set a timer for two minutes. If they don’t interrupt during those two minutes, they get praise or a small reward. Gradually, you increase the time interval. You’re teaching them that waiting—not interrupting—leads to something good.
Adjusting How Often a Behavior Happens (DRL and DRH)
DRL stands for Differential Reinforcement of Low Rates. DRH stands for Differential Reinforcement of High Rates. These are for behaviors that aren’t necessarily problematic but happen too often or not often enough.
Your child asks for help with their shoes multiple times throughout the day—even when they can do it themselves. The asking isn’t bad, but it’s happening so often it’s preventing them from building independence. With DRL, you reinforce them for asking less frequently. Maybe you praise them for putting their shoes on independently twice this week instead of asking for help every single time. You’re gradually encouraging more independence while still being there when they truly need you.
DRH works the opposite way. If your child rarely starts conversations on their own, you might use DRH to reinforce every time they initiate, encouraging them to do it more.
| Behavior Type | Reinforce | Don’t Reinforce |
| Replacement behavior | Asking for help, tapping shoulder, handing over toy | Screaming, grabbing, throwing |
| Attempts at the new skill | Even partial / early attempts at the desired behavior | Older habit (even if it “works” faster) |
| Calm communication | Words, gestures, pointing, waiting | Whining, interrupting, tantrums |
| Healthy frequency | Single handwash, fewer help-requests | Overwashing, excessive repetitive behaviors |
What This Looks Like in Your Daily Life
Let’s look at some moments you might recognize from your own home.
Your child throws toys when they’re frustrated. Instead of focusing on stopping the throwing, you teach them to hand you the toy and say “help.” When they do, you respond right away. Throwing gets no response. Asking for help gets immediate attention and support.
Your child whines for a snack. You wait until they ask without whining—even if it’s just saying “snack” in a normal voice. When they do, they get the snack immediately. Whining doesn’t work. Asking does.
Your child loves washing their hands, but they’re washing them five or six times before every meal. The handwashing itself isn’t a problem, but the frequency is becoming disruptive. With DRL, you reinforce them for washing just once or twice. “Great job washing your hands! Now let’s eat.” You’re not punishing the multiple washes—you’re reinforcing doing it a reasonable number of times and moving on.
In each example, you’re not punishing. You’re teaching and reinforcing a better option.
How Your Child’s Therapist Uses This Strategy
Your child’s BCBA starts by identifying the behavior and understanding its function. Is your child trying to get attention? Avoid something? Access something they want? Once they understand why the behavior is happening, they choose a replacement that meets the same need in a more appropriate way.
Then comes the consistent part. The therapist reinforces the new behavior every time and doesn’t reinforce the old one. Over time, your child learns that the new behavior is more effective.
This works best when everyone’s consistent. If the therapist reinforces asking for help, but at home your child still gets what they want by grabbing, progress slows. That’s why collaboration between therapists and parents makes such a difference. When everyone reinforces the same behaviors, your child learns faster.
How United Care ABA Uses Differential Reinforcement
At United Care ABA, differential reinforcement is part of every individualized treatment plan. What motivates one child won’t necessarily motivate another. We figure out what works for your child specifically and build the plan around that.
We also believe you should understand what’s happening in therapy and why. If your child’s therapist is using DRA or DRI, they’ll explain it clearly and show you how to use the same approach at home. You’re not watching from the sidelines—you’re part of the process.
Moving Forward
Differential reinforcement might sound technical, but it’s really just thoughtful, patient teaching. You’re showing your child a better way to communicate, cope, and get what they need.
If you have questions about how differential reinforcement works in your child’s therapy—or if you’d like to learn more about how ABA can support your family—reach out to us. We’d love to talk. You can also explore more ABA resources for parents or learn more about United Care ABA.
Questions Parents Often Ask
Is differential reinforcement the same as positive reinforcement?
Not exactly. Positive reinforcement means adding something good after a behavior to increase it. Differential reinforcement is more strategic—you’re choosing which behaviors to reinforce and which to ignore. Positive reinforcement is a tool within differential reinforcement.
Can I try this at home without a therapist?
You can absolutely start using these principles at home, especially if you’re working with a therapist who can guide you. The key is consistency. Pick one behavior to work on. Decide what you’ll reinforce instead. Then stick with it. If you’re not sure where to start, your child’s BCBA can help you choose something realistic and show you exactly how to reinforce it.
How long does it take to work?
It depends on the behavior, your child, and how consistently everyone uses the strategy. Some behaviors improve in days. Others take weeks. What matters is that progress is measurable. Your child’s therapist tracks data so you can see whether the new behavior is increasing and the old one is decreasing.
