As with DRL and DRO, DRI allows us to be positive in reducing the presence of an inappropriate behavior.  In DRI, we reinforce (reward) behaviors that will prevent the display of the undesirable behavior(s).

    In this procedure, you will be rewarding behaviors that cannot be possibly be demonstrated at the same time as the inappropriate behavior.  If we can promote the display of the "better" behavior, it will interfere with the display of the "bad" behavior.  Instead of just punishing the "bad" behavior, we try to "turn it positive" by rewarding designated behaviors that will keep the undesirable actions from ever happening.  That's the major difference between DRO and DRI:  In DRO we don't want to see any of the "bad" behavior during a certain time period.  In DRI, we want a new behavior to be substituted in place of the one we don't like.

    So when we decide to use the DRI procedure, we have to think of behaviors which can't be performed at the same time as the undesired actions.  Then we'll promote and reinforce the new behaviors, thereby preventing the occurrence of the old ones.

    Often times the "new" behavior is simply the "opposite" behavior from the one we wish to extinguish.     For example, which behavior is the "opposite" of "out of seat" behavior?    Right.    It's "Staying in seat" behavior.  Instead of just punishing the youngster for being out of his/her seat, we're going to reinforce the student when s/he is sitting in the seat (we might still punish the youngster for out of seat behavior, but at least we're also using positive methods to change the behavior).

OK.  Let's try some more.  What behavior(s) are incompatible with:

 - "sucking on thumb"

Click here for the answer (after you've thought of a possibility)

 - "cutting/skipping class"

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 - "saying rude remarks whenever spoken to by the teacher"

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 - "hitting oneself on the side of the head when presented with tasks"

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    The replacement behavior might change depending on the activity.   For example, if the plan is for the youngster to avoid picking at his face with his fingernails, we may reinforce him for "keeping hands in pockets" when he is socializing with others, but promote "hands away from face" during academic tasks.