Differential reinforcement of low rate responding in social skills training

Social skills are unique in that excessive rates of responding may be just as socially undesirable as deficient responding. Furthermore, most social skills training programs utilize group formats such that one intervention (e.g., differential reinforcement) is applied universally to children with varied behavioral repertoires. Following exposure to continuous schedules of reinforcement for pro-social behaviors, we observed excessive levels of peer-directed compliments and physical contact. Thus, we evaluated the effectiveness of a full-session differential reinforcement of low rate responding (DRL) schedule in maintaining socially appropriate levels of these interactions. We used descriptive observations of typically developing children to establish normative criteria for the DRL schedules. Results indicated full-session DRL schedules were effective in maintaining participants' responding at levels below criterion levels without wholly eliminating responding.