This is the fourth section of RBT study guide that covers all the tasks outlined in behavior reduction of RBT task list 2.0. It’s an important section for RBT certification exam. There will be 12 questions from behavior reduction in RBT exam. You should study this topic throughly to pass the RBT exam and earn certification.
Significance of Behavior Reduction in ABA: Behavior reduction is a key part of Applied Behavior Analysis (ABA). Many individuals receiving ABA services engage in challenging behaviors that can be harmful or interfere with learning and daily life.
These behaviors may include aggression, self-injury, property destruction, or elopement. The goal of behavior reduction is not just to stop these behaviors but to understand why they occur and teach better alternatives.
Every behavior serves a function, such as getting attention, avoiding a task, or seeking sensory input. Instead of simply punishing a behavior, ABA focuses on finding ways for individuals to meet their needs in a positive and appropriate way. This may include teaching communication skills, self-regulation strategies, or alternative behaviors that serve the same function.
As an RBT, you will follow a Behavior Intervention Plan (BIP) created by a BCBA. This plan outlines how to prevent problem behaviors, respond when they occur, and reinforce appropriate alternatives. Strategies like antecedent modifications, differential reinforcement, and extinction help reduce unwanted behaviors while teaching new skills.
Behavior reduction is essential for helping individuals succeed in school, home, and the community. By using ABA strategies, RBTs can help increase independence, improve communication, and create a safer and more positive learning environment.
RBT Task D-1: Identify essential components of a written behavior reduction plan
A Behavior Reduction Plan (BRP), also known as a Behavior Intervention Plan (BIP), is a structured document designed to help reduce harmful or interfering behaviors in individuals receiving ABA therapy. This plan is created by a Board Certified Behavior Analyst (BCBA) and implemented by RBTs, caregivers, and other team members.
Behavior reduction goals are necessary when a client exhibits aggression, self-injurious behaviors, property destruction, spitting, screaming, or other behaviors that interfere with learning or social interactions. These behaviors are sometimes referred to as target behaviors, maladaptive behaviors, or inappropriate behaviors.
Key Components of a Behavior Reduction Plan
Each behavior reduction plan is individualized and includes the following components:
1. Target Behaviors for Reduction
- Clearly defined behaviors that need to be decreased.
- An operational definition describes exactly what the behavior looks like in measurable terms.
Example:
- Clear Definition: “Aggression is defined as hitting, kicking, biting, or pushing another person with force.”
- Unclear Definition: “The child is aggressive.”
2. Individuals Responsible for Implementation
- Specifies who is responsible for following the plan (e.g., RBTs, parents, teachers, caregivers).
- Ensures everyone is consistent in handling behaviors.
3. Function of the Behavior
- Explains why the behavior is occurring (e.g., to gain attention, escape a task, access a tangible item, or for sensory stimulation).
- Understanding the function helps in choosing effective interventions (See Task D-2).
Example:
- Function: The child screams to gain attention from adults.
- Intervention: Teach the child to raise their hand or use a communication device instead.
4. Preventative Strategies (Antecedent Strategies)
- Techniques used before the behavior occurs to reduce the chances of it happening.
- Also called antecedent modifications.
Examples:
- Using visual schedules to prepare the client for transitions.
- Offering choices to increase cooperation.
- Using a first-then board to increase motivation.
5. Consequence Strategies
- Procedures for responding to the target behavior when it occurs.
- Ensures behaviors are not unintentionally reinforced.
Examples:
- Ignoring screaming if the function is attention (extinction).
- Redirecting to a preferred activity if the function is escape.
- Reinforcing an alternative behavior (See Task D-4).
6. Crisis Plan (If Necessary)
- A plan for handling dangerous behaviors such as severe aggression, self-injury, or elopement.
- Outlines emergency procedures to ensure safety for the client and others.
Example: If a client attempts to run away, the crisis plan may include blocking exits and using visual cues to redirect them safely.
RBT Task D-2: Describe common functions of behavior
In Applied Behavior Analysis (ABA), the reason behind a behavior is called its function. Understanding why a behavior occurs helps behavior analysts and RBTs create effective behavior intervention plans (BIPs) that teach appropriate alternative behaviors.
By conducting a Functional Behavior Assessment (FBA) (See Task B-3), a BCBA can determine the function of a client’s interfering behaviors. Once the function is identified, we can modify the environment and teach replacement behaviors that allow the individual to meet their needs without engaging in problem behaviors.
The Four Functions of Behavior
All behaviors—whether appropriate or inappropriate—fall into one of four functions:
1. Automatic Reinforcement (Sensory)
Automatic reinforcement occurs when a behavior is reinforced by itself, meaning the person engages in the behavior because it feels good or provides sensory stimulation. This type of reinforcement does not require another person to provide a consequence.
In Applied Behavior Analysis (ABA), automatic reinforcement is often associated with self-stimulatory behaviors (also called stimming), but it can apply to a wide range of behaviors that bring pleasure, comfort, or sensory input.
Examples:
- A child flaps their hands because it provides comforting sensory input.
- Someone bites their nails out of habit, even when no one is around.
- A child rocks back and forth because it is soothing.
How to Address It?
Since the reinforcement comes from within, traditional reinforcement-based interventions may not work as effectively. Instead, ABA strategies focus on:
- Providing Alternative Sensory Input – Offering fidget toys, chewable jewelry, weighted blankets, or sensory-friendly activities to satisfy the same sensory need.
- Using Differential Reinforcement (DRA/DRO) – Reinforcing alternative behaviors that serve the same function while placing the problem behavior on extinction.
- Blocking or Redirecting – If the behavior is harmful (e.g., self-injury like head-banging), interventions may include blocking, protective gear, or sensory redirection.
- Modifying the Environment – Adjusting lighting, sound levels, or textures to reduce the need for self-stimulatory behaviors.
2. Escape or Avoidance
In Applied Behavior Analysis (ABA), escape or avoidance is one of the four functions of behavior. A behavior occurs to get away from or delay an undesired situation, task, demand, or stimulus. The individual engages in the behavior to either completely remove (escape) or prevent (avoid) something they don’t want to experience.
For Registered Behavior Technicians (RBTs), recognizing escape-maintained behaviors is essential for implementing effective interventions and teaching appropriate replacement behaviors.
Examples:
- A child throws a tantrum when given a difficult worksheet → Escapes the task when the teacher removes it.
- A student asks to go to the bathroom whenever it’s time for a math lesson → Avoids the non-preferred task.
- A child runs away from the table when a new food is introduced → Avoids trying the food.
- A learner drops to the floor when asked to clean up toys → Delays or escapes the demand.
- An adult changes the subject when someone brings up a topic they don’t want to discuss → Avoids an uncomfortable conversation.
Escape or avoidance behaviors happen when a learner tries to get away from a task or situation. RBTs should implement proactive strategies to make tasks more engaging and teach alternative ways to request breaks without reinforcing problem behaviors.
3. Attention
In Applied Behavior Analysis (ABA), attention-seeking behavior occurs when an individual engages in a behavior to gain social interaction from others. This attention can be positive (praise, laughter, affection) or negative (scolding, reprimands, reactions)—as long as the behavior results in attention, it is reinforced.
Examples:
- A child screams when their parent is on the phone → The parent tells them to stop, giving them attention.
- A student throws paper across the room → The teacher scolds them, but they still receive attention.
- A learner hugs their therapist repeatedly → The therapist laughs and responds, reinforcing the behavior.
- A child interrupts conversations → The adult pauses to respond to them.
- A teen posts extreme opinions on social media → They receive a flood of comments and reactions.
Attention-seeking behavior occurs when an individual tries to gain social interaction. RBTs should avoid reinforcing problem behaviors with attention and instead teach appropriate ways to request attention while reinforcing positive interactions.
4. Access to Tangibles
In Applied Behavior Analysis (ABA), Access to Tangibles refers to behaviors that occur because an individual wants to obtain a specific item, activity, or privilege. When the behavior results in gaining access to the desired item, it is reinforced and more likely to happen again in the future.
For RBTs, recognizing tangible-maintained behaviors is essential for implementing effective behavior reduction strategies while teaching appropriate ways for individuals to request what they want.
Examples
- A child cries at the store because they want candy → The parent gives them candy → Crying increases in the future.
- A student grabs a toy from a peer instead of asking → They get to play with the toy → Grabbing behavior is reinforced.
- A child screams for the iPad → The parent gives them the iPad → Screaming behavior continues.
- A learner throws a tantrum when their turn is over → The therapist extends their turn → The learner learns that tantrums lead to more time with the preferred activity.
- An adult raises their hand in class → The teacher allows them to speak → Hand-raising increases.
Access to tangibles behaviors occur when a person engages in a behavior to obtain an item, activity, or privilege. RBTs should avoid reinforcing problem behaviors and instead teach appropriate ways to request what they want while reinforcing patience and communication skills.
RBT Task D-3: Implement interventions based on modification of antecedents such as motivating operations and discriminative stimuli
In Applied Behavior Analysis (ABA), an antecedent is anything that happens before a behavior. By modifying antecedents, RBTs can help prevent problem behaviors and increase desired behaviors. These modifications include motivating operations (MOs) and discriminative stimuli (SDs).
Antecedent Modifications
Antecedent modifications are strategies used to change the environment or conditions before a behavior occurs to prevent problem behaviors and encourage positive behaviors. In Applied Behavior Analysis (ABA), antecedent modifications focus on altering triggers that lead to unwanted behaviors and setting up the learner for success.
Antecedent strategies help create an environment that promotes positive behaviors. Some common strategies include:
- Visual Supports & Schedules – Using pictures, checklists, or calendars to help learners understand expectations.
- High-Probability Request Sequence – Asking the learner to complete easy tasks first before giving a harder task.
- Priming – Giving advance notice about an upcoming event or change in routine to reduce anxiety.
- Offering Choices – Giving control by allowing the learner to choose between two options (e.g., “Do you want to read first or write first?”).
- Non-Contingent Reinforcement (NCR) – Providing reinforcement freely (not dependent on behavior) to reduce the motivation for problem behaviors.
- Timers – Using a countdown to prepare for transitions or waiting periods.
Motivating Operations (MOs)
Motivating Operations (MOs) are environmental events or conditions that temporarily change the value of a reinforcer and influence behavior. They make a behavior more or less likely to occur by affecting how much a person wants or needs something at a given time.
Types of Motivating Operations
1. Establishing Operations (EOs)
Establishing Operations (EOs) are a type of Motivating Operation (MO) that increase the value of a reinforcer and make a behavior more likely to occur. This happens when an individual experiences deprivation or an increased need for something, making them more motivated to engage in behaviors that provide access to that reinforcer.
In Applied Behavior Analysis (ABA), EOs help increase motivation to encourage learning, communication, and appropriate behavior.
Examples
- A child hasn’t eaten in hours → More likely to ask for food because hunger increases motivation.
- A student has been inside all day → More likely to ask for a break outside because deprivation increases the value of outdoor time.
- A person is cold → More likely to seek out a jacket because warmth is highly reinforcing.
- A child has not played with their favorite toy in a while → More likely to engage in behaviors to earn time with that toy.
- A person is exhausted from work → More motivated to relax and watch TV.
2. Abolishing Operations (AOs)
Abolishing Operations (AOs) are a type of Motivating Operation (MO) that decrease the value of a reinforcer and make a behavior less likely to occur. This happens when an individual experiences satiation or a reduced need for something, making them less motivated to engage in behaviors that provide access to that reinforcer.
In Applied Behavior Analysis (ABA), AOs are useful for reducing problem behaviors and decreasing motivation for certain reinforcers.
Examples
- A child just ate a large meal → Less likely to ask for snacks because they are full.
- A student played on the iPad all morning → Less likely to engage in problem behavior to request screen time.
- A person just finished drinking a big bottle of water → Less likely to ask for more water.
- A child had a long outdoor recess → Less likely to ask for playtime outside.
- A person is no longer cold after putting on a jacket → Less likely to seek warmth.
Discriminative Stimuli (SDs)
A Discriminative Stimulus (SD) is a cue, signal, or instruction that tells the learner that reinforcement is available if they engage in a specific behavior. In Applied Behavior Analysis (ABA), SDs help individuals understand when a behavior is likely to be reinforced based on past learning experiences.
Examples
- A teacher says, “Raise your hand if you have a question” → The student raises their hand because they know they will be called on.
- A bathroom sign on a door → A person enters because they know reinforcement (using the restroom) is available.
- A therapist presents a picture of a dog and asks, “What is this?” → The child says “dog” and receives praise.
- A vending machine has a lit-up “Insert Money” sign → A person inserts money, expecting to get a snack.
RBT Task D-4: Implement differential reinforcement procedures
Differential Reinforcement is a behavior modification strategy in Applied Behavior Analysis (ABA) that involves reinforcing a specific behavior while withholding reinforcement for another behavior. The goal is to increase desirable behaviors while reducing problem behaviors without using punishment.
Types of Differential Reinforcement:
1. Differential Reinforcement of Alternative Behavior (DRA)
Differential Reinforcement of Alternative Behavior (DRA) is a strategy used in Applied Behavior Analysis (ABA) where a desired behavior is reinforced while reinforcement is withheld for a problem behavior. The alternative behavior serves the same function as the problem behavior but is more appropriate.
DRA is effective because it teaches a replacement behavior that meets the learner’s needs without engaging in the problem behavior.
Examples
- A child screams for attention → Reinforce when the child taps the adult’s arm or says “excuse me.”
- A student grabs toys from peers → Reinforce when they request toys using words or a communication device.
- A child runs away to escape work → Reinforce when they appropriately ask for a break.
- A learner engages in hitting for sensory input → Reinforce when they use a stress ball or fidget toy instead.
2. Differential Reinforcement of Other Behavior (DRO)
Differential Reinforcement of Other Behavior (DRO) is a behavior reduction strategy in Applied Behavior Analysis (ABA) where reinforcement is provided for any behavior except the problem behavior within a specified time period.
In DRO, reinforcement is delivered if the target (problem) behavior does NOT occur for a set amount of time. If the problem behavior does occur, the reinforcement is withheld, and the interval resets.
DRO is effective because it reduces problem behavior without reinforcing a specific alternative behavior—instead, it encourages the learner to engage in any other appropriate behavior during that time.
Examples
- A student screams in class → The teacher reinforces the student with praise every 5 minutes that they do NOT scream.
- A child engages in self-injury → The therapist provides a preferred toy every 2 minutes the child does NOT engage in self-injury.
- A learner elopes from the table → The RBT delivers a token every 3 minutes the learner stays seated.
3. Differential Reinforcement of Incompatible Behavior (DRI)
Differential Reinforcement of Incompatible Behavior (DRI) is a behavior reduction strategy in Applied Behavior Analysis (ABA) where reinforcement is provided for a behavior that cannot occur at the same time as the problem behavior.
Unlike DRA (Differential Reinforcement of Alternative Behavior), where the alternative behavior serves the same function, DRI focuses on teaching a behavior that is physically incompatible with the problem behavior—meaning the learner cannot do both behaviors at once.
Examples
- A child frequently grabs items off shelves → Reinforce when the child keeps hands in pockets (because they cannot grab items and keep hands in pockets at the same time).
- A student shouts out answers in class → Reinforce when the student raises their hand (because they cannot shout out and raise their hand at the same time).
- A learner engages in hitting → Reinforce when they keep their hands folded on the table (because they cannot hit while keeping hands folded).
4. Differential Reinforcement of Low Rates of Behavior (DRL)
Differential Reinforcement of Low Rates of Behavior (DRL) is a behavior reduction strategy in Applied Behavior Analysis (ABA) used when a behavior is acceptable in small amounts but occurs too frequently. Instead of eliminating the behavior, DRL reinforces the learner for reducing the frequency of the behavior to a more appropriate level.
DRL is useful when a behavior is not necessarily inappropriate or harmful, but its excessive occurrence can be disruptive or interfere with learning.
Examples
- A student raises their hand excessively in class (20 times per lesson). → The teacher reinforces the student only if they raise their hand 5 times or less.
- A child asks repetitive questions throughout the day. → The RBT only reinforces if the child asks fewer than 3 questions per hour.
- A learner requests bathroom breaks too frequently. → The therapist reinforces if the learner asks for a break only once per session instead of multiple times.
5. Differential Reinforcement of High Rates of Behavior (DRH)
Differential Reinforcement of High Rates of Behavior (DRH) is a behavior increase strategy in Applied Behavior Analysis (ABA) used to reinforce higher frequencies of a desired behavior. DRH is applied when a behavior is already occurring but needs to happen more often for social, academic, or functional success.
Unlike DRL (which reduces the frequency of a behavior), DRH aims to increase the occurrence of a positive behavior by reinforcing the learner when they engage in the behavior at or above a set rate.
Examples
- A child rarely greets peers (1-2 times per day). → The teacher reinforces when the child greets at least 5 times per day.
- A student does not raise their hand often in class. → The teacher reinforces if the student raises their hand at least 3 times per lesson.
- A learner does not initiate conversations. → The therapist reinforces when they start at least 2 conversations per session.
- A child eats too slowly and doesn’t finish meals. → The RBT reinforces when they take at least 10 bites within the meal period.
RBT Task D-5: Implement extinction procedures
Extinction is a behavior reduction strategy in Applied Behavior Analysis (ABA) that involves withholding reinforcement for a previously reinforced behavior. When a behavior no longer receives reinforcement, it gradually decreases and eventually stops. Extinction is not punishment—it simply removes the reinforcement that was maintaining the behavior.
Types of Extinction
1. Attention Extinction
Attention Extinction is an extinction procedure used in Applied Behavior Analysis (ABA) when a behavior is maintained by attention. It involves removing all attention (reinforcement) from the problem behavior to decrease its occurrence over time.
2. Escape Extinction
Escape Extinction is an extinction procedure used in Applied Behavior Analysis (ABA) when a behavior is maintained by escape or avoidance. It involves preventing the learner from escaping a non-preferred task, demand, or situation until they complete it appropriately.
3. Tangible Extinction
Tangible Extinction is an extinction procedure used in Applied Behavior Analysis (ABA) when a behavior is maintained by access to preferred items or activities. It involves withholding access to the desired item or activity when the problem behavior occurs.
4. Sensory Extinction
Sensory Extinction is an extinction procedure used in Applied Behavior Analysis (ABA) when a behavior is maintained by automatic (sensory) reinforcement. It involves modifying or blocking the sensory input the behavior produces, reducing the likelihood of it occurring.
What is Extinction Burst?
An Extinction Burst is a temporary increase in the intensity, frequency, or duration of a behavior when extinction is first implemented. This happens because the individual expects reinforcement but does not receive it, so they increase their efforts to get the usual response.
Extinction bursts are a normal and expected part of the extinction process—they show that the behavior is no longer being reinforced. If extinction is applied consistently, the behavior will decrease over time.
RBT Task D-6: Implement crisis/emergency procedures according to protocol
As a Registered Behavior Technician (RBT), part of your role includes handling crisis or emergency situations in a way that ensures the safety of the client, yourself, and others.
A crisis plan is a structured guide that outlines specific steps and procedures to follow when an emergency situation occurs during ABA therapy. Not all clients will require a crisis plan, but it is essential for those who exhibit behaviors that pose a risk to themselves or others or have medical conditions that may require emergency intervention.
Each crisis plan is individualized to fit the unique needs of the learner, ensuring consistent and appropriate responses from RBTs, caregivers, and other professionals.
Example
Scenario: Oliver is a 10-year-old with autism who elopes when frustrated. His BCBA develops a crisis plan that includes:
1. Identified Triggers:
- Unexpected changes in routine.
- Being asked to stop a preferred activity.
2. Preventative Strategies:
- Providing a visual schedule.
- Giving transition warnings (e.g., “5 more minutes, then we’re all done”).
3. Crisis Response Procedures (If Oliver Runs Away):
- RBT follows at a safe distance but does not chase.
- Team members block exits if in a clinic setting.
- Call 911 if Oliver leaves the premises.
4. Post-Crisis Procedures:
- Document the incident in an incident report.
- Meet with the BCBA to review and update the crisis plan if needed.