Journal of Behavioral Education

, Volume 19, Issue 3, pp 185–204 | Cite as

A Comparison of Function-Based Differential Reinforcement Interventions for Children Engaging in Disruptive Classroom Behavior

  • Matthew W. LeGray
  • Brad A. Dufrene
  • Heather Sterling-Turner
  • D. Joe Olmi
  • Katherine Bellone
Original Paper


This study provides a direct comparison of differential reinforcement of other behavior (DRO) and differential reinforcement of alternative behavior (DRA). Participants included three children in center-based classrooms referred for functional assessments due to disruptive classroom behavior. Functional assessments included interviews and brief functional analyses. An alternating treatments design was used to evaluate the relative effectiveness of function-based DRO and DRA interventions. Results indicated that both intervention procedures effectively reduced disruptive behavior, but the DRA procedure consistently resulted in greater reductions in disruptive behavior across all participants. Results are discussed in terms of directions for future functional assessment and intervention research as well as implications for applied practice.


Functional behavior assessment Differential reinforcement DRA DRO Brief functional analysis 


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Copyright information

© Springer Science+Business Media, LLC 2010

Authors and Affiliations

  • Matthew W. LeGray
    • 1
    • 2
  • Brad A. Dufrene
    • 2
  • Heather Sterling-Turner
    • 2
  • D. Joe Olmi
    • 2
  • Katherine Bellone
    • 2
  1. 1.BaltimoreUSA
  2. 2.The University of Southern MississippiHattiesburgUSA

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