RBT Exam Study Guide Unit D: Behavior Reduction
This page of our free RBT Exam Study Guide covers Behavior Reduction, based on Section D of the RBT Test Content Outline (3rd Edition). This section includes seven tasks related to understanding and reducing challenging behaviors, implementing interventions, and responding to emergencies. There are 14 questions on this topic, representing 19% of the scored exam.
Significance of behavior reduction in ABA: Some individuals receiving applied behavior analysis (ABA) services engage in behaviors that interfere with learning, daily activities, or safety. Behavior reduction procedures aim to decrease these behaviors while teaching appropriate alternative skills.
Behavior analysts develop individualized behavior intervention plans (BIPs) that identify target behaviors, their possible functions, preventive strategies, intervention procedures, and data collection requirements. RBTs are responsible for implementing these plans consistently under supervision.
RBT Task D.1: Identify Common Functions of Behavior
The function of behavior refers to the reason a behavior continues to occur based on the consequences it produces. Understanding behavioral functions helps BCBAs develop effective interventions.
There are four common functions of behavior:
- Attention: A behavior occurs because it produces attention from another person.
Example: A child calls out during class because the teacher responds each time.
- Escape or avoidance: A behavior allows an individual to escape, delay, or avoid an unpleasant task or situation.
Example: A student throws their worksheet when given a difficult assignment, and the teacher removes the assignment.
- Access to tangibles: A behavior produces access to a desired item or activity.
Example: A child cries when a preferred toy is taken away, and a parent returns the toy.
- Automatic reinforcement: A behavior produces reinforcing consequences without requiring another person’s involvement. These consequences may involve sensory stimulation or relief from discomfort.
Example: A child repeatedly rocks back and forth because the movement itself provides reinforcing sensory stimulation.
Important: The same behavior may serve different functions for different individuals, or even multiple functions for one individual. RBTs should not assume a behavior’s function based solely on how it looks. Functional assessments help BCBAs identify the variables maintaining behavior.
RBT Task D.2: Implement Antecedent Interventions
An antecedent is an event or condition that occurs before a behavior. Antecedent interventions involve modifying the environment or circumstances to reduce the likelihood of challenging behavior.
Common antecedent interventions include:
- Noncontingent reinforcement (NCR): Providing access to a reinforcer on a time-based schedule, independent of the target behavior.
Example: A student frequently calls out to receive attention. The teacher provides attention at regular intervals, regardless of whether the student calls out.
- High-probability request sequence: Presenting several instructions the learner is likely to follow before introducing a more difficult instruction.
Example: An RBT asks a client to clap their hands, give a high-five, and touch their head before asking them to complete a challenging task.
- Demand fading: Gradually increasing the amount or difficulty of work expected from a learner.
Example: A client initially completes one math problem before taking a break. Over time, the requirement increases to two problems, then three.
Other antecedent interventions include offering choices, using visual schedules, providing transition warnings, and modifying the difficulty of tasks.
Motivating Operations
Motivating operations (MOs) are environmental events or conditions that temporarily change the effectiveness of a reinforcer and the likelihood of behaviors that have produced it.
- Establishing operation (EO): Increases the effectiveness of a reinforcer. For example, going several hours without water may make water more reinforcing.
- Abolishing operation (AO): Decreases the effectiveness of a reinforcer. For example, drinking plenty of water may temporarily reduce its reinforcing value.
RBTs should understand how environmental conditions influence behavior and follow their supervisor’s prescribed antecedent interventions.
RBT Task D.3: Implement Differential Reinforcement Procedures
Differential reinforcement involves reinforcing certain behaviors or the absence of a target behavior while withholding reinforcement for other specified responses, according to the treatment plan.
There are five important differential reinforcement procedures:
- Differential Reinforcement of Other Behavior (DRO): Reinforcement is provided when the target behavior does not occur during a specified interval or at a designated observation point.
Example: A client earns reinforcement for completing a 5-minute interval without screaming.
- Differential Reinforcement of Alternative Behavior (DRA): Reinforcement is provided for a specific appropriate alternative to the target behavior.
Example: A child hits others to gain attention. The RBT reinforces appropriate attention-seeking, such as saying "Excuse me."
- Differential Reinforcement of Incompatible Behavior (DRI): Reinforcement is provided for a behavior that cannot occur at the same time as the target behavior.
Example: A client frequently grabs materials from other people. The RBT reinforces the client for keeping both hands in their pockets, which is incompatible with grabbing materials at that moment.
- Differential Reinforcement of Low Rates of Behavior (DRL): Reinforcement is provided when a behavior occurs at or below a specified rate. DRL is useful when a behavior should be reduced but not necessarily eliminated.
Example: A student frequently interrupts during class. The teacher provides reinforcement when the student interrupts no more than twice during a 15-minute period.
- Functional Communication Training (FCT): Teaching and reinforcing an appropriate communication response that serves the same function as a challenging behavior.
Example: A child throws materials to escape difficult tasks. The RBT teaches the child to request a break and reinforces appropriate break requests.
Tip: Remember the key distinctions:
- DRO: Reinforce the absence of the target behavior.
- DRA: Reinforce an appropriate alternative.
- DRI: Reinforce a behavior incompatible with the target behavior.
- DRL: Reinforce lower rates of behavior.
- FCT: Teach and reinforce functional communication.
FCT is a specialized form of differential reinforcement of alternative behavior (DRA). The replacement communication should serve the same function as the challenging behavior.
RBT Task D.4: Implement Extinction Procedures
Extinction occurs when a behavior that was previously reinforced no longer produces the reinforcement that maintained it. Over time, the behavior may decrease.
The extinction procedure must match the function of the behavior.
Example: A child screams to gain access to a preferred toy. Previously, the parent gave the child the toy whenever they screamed. Under an extinction procedure, screaming no longer produces access to the toy.
Extinction is sometimes confused with ignoring a behavior. However, ignoring is only relevant when the behavior is maintained by attention. Extinction for behavior maintained by access to items or escape from tasks requires different procedures.
Important: Extinction is not punishment, and it should never be implemented independently by an RBT. It must be part of a supervisor-approved treatment plan with appropriate safeguards, particularly when challenging behaviors could become dangerous.
Extinction is often combined with reinforcement of appropriate replacement behaviors.
RBT Task D.5: Implement Positive and Negative Punishment Procedures
Punishment occurs when a consequence following a behavior decreases the future likelihood of that behavior.
There are two types of punishment:
- Positive punishment: Something is added or presented after a behavior, resulting in a decrease in that behavior.
Example: A teacher reprimands a student for calling out during class. If the student’s calling out subsequently decreases because of the reprimand, it functions as positive punishment.
- Negative punishment: Something is removed after a behavior, resulting in a decrease in that behavior.
Example: A student loses access to a preferred activity following a specified behavior. If the behavior subsequently decreases, this is negative punishment.
Two common negative punishment procedures are:
- Response cost: Removing a previously earned reinforcer, such as a token or point, following a target behavior.
- Time-out from positive reinforcement: Temporarily removing access to reinforcing activities or environments following a target behavior.
Tip: Reinforcement increases behavior, while punishment decreases behavior. Positive means adding something; negative means removing something.
Punishment procedures require careful consideration because they may produce unwanted effects. RBTs must implement only procedures specifically authorized by their supervisor, after appropriate training, while protecting client dignity and safety.
RBT Task D.6: Describe Secondary Effects of Extinction and Punishment
Both extinction and punishment may produce unintended or undesirable effects. RBTs must recognize these effects and report concerns to their supervisors.
Secondary Effects of Extinction
- Extinction burst: A temporary increase in the frequency, duration, or intensity of a behavior after reinforcement is discontinued.
Example: A child who previously received attention for screaming begins screaming more loudly when screaming no longer produces attention.
- Response variation: New or different forms of behavior occur when the previously reinforced response no longer works.
Example: A child who typically screams for attention begins whining or banging on a table.
- Resurgence: A previously reinforced behavior reappears when a more recently reinforced behavior no longer produces reinforcement.
Example: A child learns to request attention appropriately. If appropriate requests stop producing attention, an earlier attention-seeking behavior may reappear.
- Emotional responding: The learner may display emotional reactions, such as crying, frustration, or aggression, during extinction.
Secondary Effects of Punishment
Punishment can also produce unwanted responses, including:
- Emotional responses: Fear, distress, crying, or aggression.
- Escape and avoidance: Attempts to leave situations or avoid people associated with punishment.
These effects are not inevitable, but they are important to recognize. RBTs should promptly report concerning behavior changes and follow their supervisor’s instructions rather than independently modifying treatment procedures.
RBT Task D.7: Implement Crisis/Emergency Procedures
A crisis plan outlines the procedures that should be followed when a client experiences a situation that threatens their safety or the safety of others.
Crisis plans are individualized and may address situations such as severe aggression, self-injurious behavior, elopement, seizures, or other medical emergencies.
Example: A client frequently attempts to run out of the classroom. Their crisis plan specifies how staff should respond to elopement, maintain safety, and contact appropriate personnel.
When responding to an emergency, RBTs should:
- Follow the client’s established crisis or emergency plan.
- Prioritize the safety of the client and others.
- Use only procedures for which they have received appropriate training and authorization.
- Contact emergency services or designated personnel when required by the situation and applicable procedures.
- Promptly report and document the incident according to workplace requirements.
Important: RBTs should never improvise restrictive or physical interventions. Any such procedure must comply with applicable laws, professional requirements, and the individualized treatment or crisis plan.
When an unfamiliar emergency occurs, RBTs should prioritize immediate safety, obtain appropriate assistance, and follow their organization’s emergency procedures.