 Now here's where stuff gets weird and I told you there's always more to the story when I'm talking about this stuff So here's where it is. All right, so we're actually going to use reinforcement schedules to decrease Behavior, this is odd because like we said the definition of reinforcement is to maintain or increase a particular behavior All right, so what we're going to do now is we're going to use reinforcement to actually slow behavior down So we're going to be talking about reinforcing different rates of behavior Okay, so that's the key here so we can use reinforcement to decrease rates Reinforcement schedules will maintain behavior at a particular rate so you can change that schedule and you get a clear effect on behavior You're still reinforcing not punishing the person or anything like that It's just that you're saying that what used to take maybe I used to require 15 responses per week or something like that now I'm requiring four responses per week and anything more than that four is Going to be ignored and anything and anything less than that four is going to be ignored But I'm going to reduce that behavior from 15 down to down to four Again, it's not punishment. You are not trying to reduce a behavior so to speak You know, it's not that contingency sort of thing to reduce that it's talking about changing the rate of a behavior You still want the behavior to occur. You're just maintaining it at a different rate You're not trying to get it down to zero So it's like at one of these differential reinforcement of low rates of behavior So trl differential reinforcement of low rates of behavior So the question to you guys what what do we mean by differential? All right, so think about that for a second before you go you know pause and pause the video and think about that for a minute but what we're really getting at here is That we're going to respond differently. We're going to reinforce differently So differential meaning we're waiting for something particular to happen before we reinforce. That's all we really mean by differential so differential a drl Will we can focus on a limited responding situation? So we're going to say a given number of responses is allowed over a time period So for example, some people like to participate in class All right, so some people participate in class at higher rates than other people do so you can actually get maybe you've got somebody That participates too much so you can put them on a differential reinforcement schedule A drl a low rate our limited responding situations where you say, okay only two or three comments a day are going to be reinforced I'm not going to reinforce you if you do any more than two comments And so that's your dr. You're lowering that rate. We can also talk about spaced responding So you've got that limited responding. We can also pace somebody with this Responding does not occur for a given amount of time and after that period has passed the first response will be reinforced so again What we're thinking about here is that if you make a particular response, I'm not going to let you say anything again I'm not gonna reinforce you. I'm not gonna call on you or whatever until you know, 20 minutes has passed I'm gonna slow down that rate of respond a lot of kids get you know Really excited and they start going really fast and asking lots of questions and doing all these things You can start to slow that down using a drl spaced responding procedure But again, it's differential reinforcement. So what are you using as the reinforcer? Well, that's up to you You've got to figure out what's reinforcing behavior and what tools you can use like I said earlier the premium principle Is a good one that you can focus on here But the idea with this is that it's a it's a it's kind of a special type of schedule, right? So you're scheduling reinforcers after a certain number of behaviors This one's a bit odd dr. Zero DRO There's some argument in the field as to what this really is is these there's such thing as a dr. Zero and Yeah, I don't know okay Because this starts to violate that rule of contingency when we're thinking about reinforcement So supposedly reinforcement the definition of it that we've that we're using is a contingent application of a stimulus following a behavior Right application or removal following a behavior that requires that you do something But a dr. Zero says we're gonna reinforce you if the response does not happen during a given time So I like to think of this as a Reinforcing reinforcing Abstaining behavior So if you abstain from a response for X amount of time, then I will reinforce you for that Right, it's a very applicable sort of thing You can do this really really really well and it works really well with fading and all these other things right? But again if the unwanted behavior happens during the interval, you know, again, we're looking for a Behavior not to occur which is a bit odd it kind of then logically goes backwards here If the behavior does happen during the particular interval that DR0 interval that you're after then you actually reset the interval. Again, there's the logical problem that we talked about. So what, again, instead of thinking of this as DR0, you can also think of it as DRO instead of DR0 because really what you're doing is you're just reinforcing any other response in a sense. So you're reinforcing other responses other than something other than the one that you don't want. So you're just making sure that one particular thing doesn't happen. It's a bit of an odd thing. And I just mentioned about fading and here's why. You want to go ahead and start with a very simple success thing here. So the idea is make it easy for them. So if you've got a kid that's talking out of turn, basically tell them that, okay, you need to remain silent for the next two minutes and then you're going to reinforce her. And then the next time it's four minutes and then it's eight minutes and so on and so forth. And you can fade that procedure up to an entire classroom setting. So you're going to change that duration but you start small to give those early successes and you can start getting reinforcers. And then once you get reinforcers, behavior starts to maintain and you can put additional differential requirements on that. This one's useful, differential reinforcement of incompatible responding, so DRI. So the response being reinforced must prevent the undesirable response from occurring. So think about what is incompatible with smoking a cigarette. So if we're wanting to set somebody up on a DRI schedule, what's incompatible with smoking this cigarette? Let's see, is walking incompatible with smoking? No, probably not. Is talking incompatible? No, probably not. Is studying in a library incompatible? Probably most libraries, you can't smoke in them, so maybe that one works. So you're going to reinforce other behaviors, behaviors that are not the smoking, but they have to be incompatible with it. I think the example I've got up here is swimming. So if you want to maybe reduce somebody's cigarette smoking, encourage them to swim more because then they're not going to be able to swim or they're not going to be able to smoke while they're swimming. So it's an incompatible response. In the classroom, my teacher used to do this one all the time with me. Either I had to sit on my hands because my hands were always messing with my neighbors and flicking my pens and doing all weird stuff. So I either had to sit on my hands, which is incompatible with me punching my neighbor or do something else like that that was incompatible. So the other thing that she would have me do, I'm taking back one of my teachers here, was the four on the floor thing and I'd be leaning back in your chair and all that stuff. So I know I'd always fall over and disrupt the class. So the idea was four on the floor. With all four feet of the chair on the floor, there's no way for you to be leaning back in the chair. So it's incompatible. Sitting in standing, smoking and swimming, all sorts of good examples there. So differential reinforcement of incompatible behavior, when you've got a behavior happening either in yourself or with a kiddo that you do not want, find a behavior to replace it with. So find a behavior that, and that's what we're trying to do is we're going to reinforce another behavior. So smoking is automatically reinforced by the nicotine. So we're going to try and reinforce something else here and reinforce it at a rate that will eventually replace that smoke. I mean, it's a challenge. This is pretty cool stuff for the classroom. It's a little harder to use DRI outside of the classroom at a lot of times, but it's definitely a useful procedure. Differential reinforcement of alternative behavior. So our alternative responding. So we're going to reinforce anything other than something. So it's similar to DRI, but the response doesn't have to be incompatible. It just has to be different. So as you saw in the background, I'm going to reinforce you for drinking the water rather than for drinking the beer. They're not completely incompatible. We kind of do both at the same time, but you know, two glasses supposedly, but the idea is we're going to reinforce the something else, something other than the inappropriate response or something, an alternative to the inappropriate responses. So DRA, DRI are some of the most useful procedures you're going to run into in behavior analysis. They're unbelievably used in an unbelievable frequency because they're very effective. We use them in combination with other procedures such as extinction and punishment and timeouts and all that stuff. And we'll talk about how to kind of integrate all these, but the basics here are just that you're going to reinforce something else. You're going to reinforce something incompatible or you're going to reinforce abstaining, right? So those are kind of those three approaches that we're going to take. And then we're going to apply those at further level as we start to add other techniques. All right, see you soon.