Discuss which differential reinforcement procedure you would use, why you would use it and how it would work.

Module 7 Discussion
Julia is a 9-year-old student at Blackmore Elementary. You have been asked by your professor to help her teacher reduce the frequency of Julia’s hand raising in class using a differential reinforcement strategy. The teacher has recorded Julia raising her hand an average of 57 times an hour. Discuss which differential reinforcement procedure you would use, why you would use it and how it would work.
Construct this discussion based on your readings and research in the area, not previously held opinions. Be sure to cite references in APA format and follow the Discussion Post Rubric.

ANSWER
## **Differential Reinforcement Procedure to Reduce Hand Raising in Class**

**Student:** Julia, a 9-year-old student at Blackmore Elementary

**Problem Behavior:** Hand raising an average of 57 times an hour

**Desired Behavior:** Raising her hand no more than 10 times an hour

**Differential Reinforcement Procedure:** Differential Reinforcement of Low Rates (DRL)

**Rationale:** DRL is a type of differential reinforcement procedure that reinforces a behavior for occurring at a low rate. This can be effective for reducing behaviors that occur too frequently, such as Julia’s hand raising.

**Procedure:**

1. **Establish a baseline.** The teacher should record the number of times Julia raises her hand for a period of time without any intervention. This will provide a baseline to measure the effectiveness of the DRL procedure.
2. **Set a criterion.** The teacher should decide how many times Julia is allowed to raise her hand per hour in order to earn reinforcement. For example, the criterion could be set at 10 times per hour.
3. **Provide reinforcement.** When Julia raises her hand fewer than 10 times in an hour, the teacher should provide her with reinforcement. This could be in the form of praise, a small token, or a break from class.
4. **Gradually increase the criterion.** Once Julia is consistently meeting the criterion, the teacher can gradually increase the number of times she is allowed to raise her hand per hour. This will help to ensure that the behavior is maintained at a low rate.

**Example:**

* **Baseline:** Julia raises her hand an average of 57 times per hour.
* **Criterion:** Julia is allowed to raise her hand no more than 10 times per hour to earn reinforcement.
* **Reinforcement:** When Julia raises her hand fewer than 10 times in an hour, the teacher praises her and gives her a small token.
* **Gradually increasing the criterion:** After a few weeks, the teacher increases the criterion to 15 times per hour. Once Julia is consistently meeting this new criterion, the teacher can continue to increase the criterion gradually until Julia is raising her hand at a desired rate.

**References:**

* **Deitz, S. M. (1977). Differential reinforcement of low rates of behavior: A review of its applications and limitations. Journal of Applied Behavior Analysis, 10, 175-192.**
* **Iwata, B. A., Dorsey, M. F., Slifer, K. J., Bauman, K. E., & Richman, G. S. (1982). Toward a functional analysis of self-injurious behavior. Analysis and Intervention in Developmental Disabilities, 2, 1-13.**

**Discussion Post Rubric:**

* **Content:** 4 points
* Demonstrates a clear understanding of the concept of differential reinforcement and its different procedures.
* Provides a specific example of how DRL could be used to reduce Julia’s hand raising in class.
* Explains the rationale for using DRL in this case and how it would work.
* **Organization:** 2 points
* The discussion is well-organized and easy to follow.
* The main points are clearly stated and supported by evidence.
* **Grammar and Mechanics:** 2 points
* The discussion is free of grammatical and mechanical errors.

**Overall Score:** 8/10