The Differential Reinforcement of Other Behavior for Reducing Oppositional Behavior in Emotional- Behavioral Disorder

Abstract

Challenging behaviors among students with emotional and behavioral disorders (EBD) can disrupt learning and interactions with teachers and peers. This study examined the effects of differential reinforcement of other behavior (DRO) on four challenging behaviors in one student with EBD. A single-case experimental approach employed a multiple-baseline design across behaviors, with the intervention introduced at different times for each target behavior. Behavioral frequencies were recorded during baseline (A1), DRO intervention (B), and post-intervention (A2) phases and analyzed descriptively through comparisons across phases. Mean frequencies decreased from baseline to intervention for refusal of instructions (3.60 to 2.25), verbal arguing (4.43 to 2.30), negativism/hostility (3.33 to 2.25), and verbal abuse (6.92 to 3.33). During the post-intervention phase, the corresponding mean frequencies were 2.40, 1.80, 1.75, and 3.33, respectively, remaining below baseline levels for all four behaviors. However, patterns following intervention differed: refusal of instructions increased slightly relative to the intervention phase, verbal arguing and negativism/hostility decreased further, and verbal abuse remained unchanged. DRO was therefore associated with reductions in all four target behaviors, although subsequent patterns varied across behaviors. These findings provide preliminary evidence supporting the potential of DRO for reducing challenging behaviors in students with EBD, with conclusions limited to the participant studied.