By Matt Harrington, BCBA · Behaviorist Book Club · Research-backed answers for behavior analysts
DRH stands for differential reinforcement of high rates of behavior. In this context, it means reinforcing listening behavior only when it occurs at or above a specified rate, emphasizing that occasional listening is insufficient. The course argues that behavior analysts need to engage in active, sustained listening as a habitual part of their professional repertoire, not just when it is convenient or comfortable. This includes listening to colleagues from diverse backgrounds, to families whose perspectives differ from the clinician's, and to critiques of the field itself. The high-rate requirement reflects the reality that meaningful cultural change requires consistent, not sporadic, engagement.
The BIP framework is used deliberately to connect the course content to the professional language and practice of behavior analysts. Just as a BIP identifies behaviors of concern, defines replacement behaviors, and outlines strategies for change, this course asks practitioners to identify problematic behaviors within themselves and the field, define what better practice looks like, and develop plans for improvement. The familiar framework also makes the point that behavior analysts already have the tools needed for self-improvement. The principles that guide effective intervention with clients, including operational definitions, measurement, reinforcement, and data-based decision-making, apply equally to practitioner behavior.
Specific behaviors that might be targeted for reduction include interrupting colleagues from underrepresented backgrounds during discussions, responding defensively to feedback about cultural sensitivity, dismissing critiques of ABA from autistic self-advocates without genuine engagement, relying exclusively on familiar professional networks that lack diversity, and defaulting to expert-driven models of parent interaction that minimize family input. The key is to identify behaviors that are specific, observable, and measurable, not vague goals like being more open-minded. Each targeted behavior should have an identified replacement behavior that serves the same function in a more constructive way.
Improved listening directly affects clinical outcomes through multiple pathways. When practitioners listen to families, treatment goals are more likely to reflect the family's priorities, which increases the social validity and implementation fidelity of interventions. When practitioners listen to colleagues from diverse backgrounds, they gain perspectives that improve the cultural responsiveness of their services. When practitioners listen to critiques of the field, they can identify and address problems in their own practice before those problems affect clients. The connection between practitioner behavior and client outcomes is not abstract; it operates through specific mechanisms of improved communication, cultural responsiveness, and professional self-correction.
Defensiveness is a natural response that serves a protective function, specifically, it protects your professional self-concept. Recognizing it as a behavior with a function is the first step. When you notice defensive reactions, practice labeling them internally without acting on them. Use strategies such as pausing before responding, asking a clarifying question instead of offering an explanation, and writing down the feedback to review later when the immediate emotional response has subsided. Over time, as you practice receiving feedback without defensive responses, the aversive quality of the feedback typically diminishes. Remember that discomfort during feedback is data, not a signal to escape.
Accountability structures mirror those used in clinical practice. Find a trusted colleague who shares your commitment to professional growth and establish a reciprocal feedback relationship. Set specific, measurable goals with timelines. Self-monitor your target behaviors using a simple tracking system, such as a daily count of listening and uplifting behaviors. Schedule regular check-ins with your accountability partner to review your data and discuss challenges. You can also build accountability into existing professional activities, such as adding a self-reflection component to your supervision notes or incorporating feedback-seeking behaviors into your performance goals.
In behavior-analytic terms, uplifting involves engaging in behaviors that increase opportunities and positive consequences for colleagues, particularly those from underrepresented backgrounds. Specific behaviors include citing their work, recommending them for speaking engagements or collaborations, publicly acknowledging their contributions in meetings, providing mentorship, advocating for their advancement, and creating platform opportunities. Uplifting is not a vague sentiment; it consists of specific, observable behaviors that can be operationally defined, measured, and reinforced. The goal is to alter the contingencies within the profession so that diverse contributions are recognized and amplified.
Code 1.07 requires behavior analysts to actively engage in professional development activities related to cultural responsiveness and diversity. This course provides a structured framework for that professional development. Code 1.10 requires awareness of personal biases and challenges. The self-assessment component of developing a personal BIP directly addresses this requirement. Code 2.09 requires involving clients and stakeholders, which depends on the listening skills this course promotes. Rather than treating cultural responsiveness as an abstract obligation, this course translates it into specific, actionable behaviors that can be targeted, measured, and improved.
The course acknowledges that the field of ABA, like any profession, has areas where it has fallen short and areas where improvement is needed. This acknowledgment does not negate the significant benefits that ABA has provided to many individuals and families. It reflects the principle that a commitment to continuous improvement requires honest assessment of both strengths and limitations. The BIP framework itself implies that the behaviors targeted for reduction are currently occurring at rates that warrant intervention. Rather than treating this as an indictment, it can be understood as the same data-based approach to improvement that behavior analysts apply in all other contexts.
Individual behavior change and systemic change operate at different levels but are mutually reinforcing. An individual practitioner who improves their listening and uplifting behaviors creates a more supportive immediate environment for colleagues and clients. However, if organizational and professional structures, such as conference selection processes, journal editorial boards, academic hiring practices, and training curricula, continue to maintain the status quo, individual changes will be difficult to sustain and limited in their impact. Systemic changes alter the contingencies that shape behavior across the entire profession, making individual behavior change both easier and more impactful.
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A BIP for BCBAs: DRH for Listening & Uplifting by Brian Middleton and Jennifer Childs — Brian Middleton · 2 BACB Ethics CEUs · $45
Take This Course →2 BACB Ethics CEUs · $45 · BehaviorLive
Research-backed educational guide with practice recommendations
Side-by-side comparison with clinical decision framework
All behavior-analytic intervention is individualized. The information on this page is for educational purposes and does not constitute clinical advice. Treatment decisions should be informed by the best available published research, individualized assessment, and obtained with the informed consent of the client or their legal guardian. Behavior analysts are responsible for practicing within the boundaries of their competence and adhering to the BACB Ethics Code for Behavior Analysts.