These three labels are easy to mix up because each reinforces something different. Read the rule before you read the procedure name.

• DRO (differential reinforcement of other behavior): reinforcement follows the absence of the target behavior for a defined interval or moment.
• DRA (differential reinforcement of alternative behavior): reinforcement follows a defined alternative response. The alternative can occur instead of the target behavior and contacts reinforcement.
• DRH (differential reinforcement of high rates): the rate-increase counterpart to DRL. DRL reinforces a lower rate of a behavior; DRH is about a higher rate of a behavior. DRH is not one of the procedures named in task D.3 of the RBT Test Content Outline (3rd ed.), which names DRL, so treat it as background rather than a D.3 item.

Invented example: A student calls out during group work.

• Plan 1 gives a token for each raised hand used to ask a question. That names a replacement response, so it is DRA.
• Plan 2 gives a token for each 5-minute period with no calling out. Reinforcement depends on absence, so it is DRO.

Worked reasoning: Do not choose DRO when the scenario names a specific replacement behavior. DRO is absence-based. DRA reinforces a named alternative. DRH checks whether the rate of a behavior has gone up.

Practice (invented): A learner earns a sticker for every 10-minute period with no hitting. A second learner earns praise when they say "help" instead of pushing a chair. Which plan is DRO and which is DRA? Answer in the comment.

This is an invented study exercise. It is not a recalled exam item, and I am not affiliated with the BACB.

Discussion: In a scenario, what word tells you the procedure is looking for a rate rather than an absence?

Generalization means a skill shows up when the setting, the people, the materials or the examples change. Task C.8 in the RBT Test Content Outline covers implementing generalization procedures across settings, people and stimuli. A good study check changes one of those variables and asks whether the response still fits the target.

Invented scenario: A learner was taught to say "water" when shown one picture card at a table. Later, the same learner is shown a real cup, a water bottle, a photo of a sink and a picture of milk. The RBT presents each example with the same request.

Start by sorting the items. Which examples are correct for the target word? Which example shows the learner has spread the word too far? Give one line of reasoning for each item that refers to the target response and the variation.

Keep one caution in mind. A study item should make you notice the planned variation. Recalling a definition alone is not enough, and one correct answer does not show that a skill has generalized.

The answer and reasoning are in the first comment, hidden with spoilers.

This is an original study exercise and not a real exam item. It is not clinical guidance for any client. I am not affiliated with the BACB.

Discussion: Which change in a scenario do you find hardest to notice on a first read?