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Abstract
This study examines the effectiveness of Differential Reinforcement of Incompatible Behavior (DRI) in reducing problem behaviors in students with autism spectrum disorder (ASD). The participants were two preschool students with ASD who exhibited difficulties during transitions. A withdrawal design was implemented to evaluate whether differential reinforcement resulted in a reduction of problem behavior during transitions. Additionally, a multi-treatment design was used to compare the effects of DRI combined with rotating edibles to DRI alone on problem behavior.