RBT Study Guide Unit D: Behavior Reduction
This section of the RBT study guide focuses on the behavior reduction topics as outlined in the BACB task list. It is a critical area for the RBT exam, making up approximately 12 questions on the final test. This guide covers all essential components to help you prepare effectively.
Importance of Behavior Reduction in ABA
Behavior reduction is a key principle in Applied Behavior Analysis (ABA) used to decrease harmful or disruptive behaviors that hinder learning or pose safety concerns. ABA professionals use evidence-based strategies such as extinction and differential reinforcement to replace challenging behaviors with more appropriate alternatives, promoting positive learning outcomes.
Key Elements of a Written Behavior Reduction Plan
Clients who display problematic behaviors, such as self-injury, aggression, property destruction, or screaming, require a detailed Behavior Intervention Plan (BIP). A BIP is developed by a BCBA and implemented by RBTs and caregivers to guide how to handle these behaviors consistently.
A behavior reduction plan must include:
- Target Behaviors: Clearly defined behaviors that interfere with learning or safety.
- Responsible Individuals: Who is responsible for implementing the plan—teachers, parents, therapists, etc.
- Function of Behavior: Why the behavior occurs (e.g., escape, attention).
- Preventative Strategies: Actions to reduce the likelihood of problem behaviors (e.g., visual schedules, priming).
- Consequence Strategies: What to do after the behavior occurs (e.g., redirection, withholding attention).
- Crisis Plan: Steps to take during dangerous or emergency situations.
Common Functions of Behavior
In ABA, understanding why a behavior occurs is key to effective treatment. The function of behavior refers to the reason behind it. The four common functions include:
- Automatic Reinforcement – Behavior is maintained by sensory input (e.g., rocking, nail-biting).
- Social Attention – Behavior seeks to gain or avoid interaction.
- Escape or Avoidance – Aimed at avoiding tasks or situations.
- Access to Tangibles/Activities – Aimed at getting preferred items or activities.
Modifying Antecedents: Motivating Operations & Discriminative Stimuli
An antecedent is what happens right before a behavior. Changing the environment before a behavior occurs can reduce problem behaviors. Some common antecedent interventions include:
- Visual schedules
- High-probability request sequences
- Priming
- Choices
- Non-contingent reinforcement
- Timers
- Motivating Operations (MOs) influence how reinforcing something is.
- Establishing Operations (EO) increase a reinforcer’s value.
- Abolishing Operations (AO) decrease it.
- Discriminative Stimuli (SD) signal that reinforcement is available (e.g., a restroom sign indicating availability).
Differential Reinforcement
Differential reinforcement involves reinforcing desired behaviors while not reinforcing undesired ones. Examples:
- DRO (Differential Reinforcement of Other Behavior): Reinforce absence of the problem behavior.
- DRA (Differential Reinforcement of Alternative Behavior): Reinforce a more appropriate replacement behavior.
Extinction Procedures
Extinction means stopping reinforcement for a behavior that was previously reinforced. For example, if attention is no longer given for tantrums, they may reduce over time. Extinction is not ignoring the child but rather not reinforcing the specific problem behavior.
Crisis and Emergency Procedures
Crisis plans are protocols created to manage dangerous or urgent behaviors. These might include steps for elopement, aggression, or medical emergencies like seizures. They must be personalized to the individual and ensure the safety of everyone involved.
Understanding Behavior Reduction in ABA Therapy
Question 1: What is the goal of a behavior reduction plan?
Correct Answer: To reduce or eliminate challenging behaviors
Explanation:
The primary objective of a behavior reduction plan is to decrease behaviors that interfere with learning or pose harm. It does this by outlining consistent strategies tailored to the client. Increasing skills or academic goals are secondary to ensuring safety and functionality.
Question 2: Your client hits a peer whenever the peer enters the room. You introduce a visual schedule indicating the peer’s arrival time. What is the visual schedule an example of?
Correct Answer: An antecedent manipulation
Explanation:
A visual schedule provided before the behavior happens is an antecedent strategy. It helps prepare the client and reduce the likelihood of the problem behavior occurring. It’s a preventative, not reactive, measure.
Question 3: Differential reinforcement can best be used to:
Correct Answer: Reinforce new behaviors while ignoring inappropriate behaviors
Explanation:
Differential reinforcement strengthens appropriate behavior by reinforcing it and not reinforcing problem behavior. It encourages desired behaviors to replace maladaptive ones. It avoids the use of punishment.
Question 4: During sessions, a client frequently screams to gain attention. The RBT stops reacting to the screams and only responds when the client uses appropriate communication. What is this an example of?
Correct Answer: Extinction
Explanation:
By no longer providing attention to the screaming (previously reinforced), the behavior is placed on extinction. Attention is only given to appropriate responses. This decreases the unwanted behavior over time.
Question 5: Which of the following would require a behavior intervention plan due to severe behavior?
Correct Answer: Olivia engages in head-banging when asked to do schoolwork
Explanation:
Severe self-injurious behavior like head-banging requires a formal behavior intervention plan. It poses immediate harm and needs targeted intervention strategies. Mild or occasional behaviors like refusal or off-task talking may not.
Question 6: Jessica consistently shouts out answers in class. The teacher starts providing a verbal prompt to raise her hand before answering. This is an example of:
Correct Answer: An antecedent intervention
Explanation:
The teacher’s verbal prompt is an antecedent strategy because it occurs before the behavior to prevent shouting. It increases the likelihood of the appropriate response (raising a hand). It’s not reinforcement or extinction.
Question 7: Emma refuses to attend class and engages in tantrums to avoid doing her assignments. After completing each assignment, the teacher begins offering a 5-minute break to reduce the tantrum behavior. What is the function of Emma’s behavior that this intervention is addressing?
Correct Answer: Escape
Explanation:
Emma’s tantrums are an attempt to avoid classwork, indicating escape as the function. Offering a break after completing work reduces her need to escape the task. It matches the intervention to the behavior function.
Question 8: Which scenario is most likely to require an individualized crisis plan?
Correct Answer: All of the above
Explanation:
Each scenario, elopement, self-injury, or medical condition—presents potential safety concerns. A crisis plan is necessary to protect the client and others and manage emergencies effectively. Crisis planning is client-specific.
Question 9: What is the process of adding or removing something after a behavior, which increases the likelihood of the behavior occurring more often?
Correct Answer: Reinforcement
Explanation:
Reinforcement increases future occurrences of a behavior by adding (positive) or removing (negative) a stimulus after the behavior. It’s the opposite of punishment, which reduces behavior. Reinforcement strengthens learning.
Question 10: Ben screams when transitioning from a preferred activity to a non-preferred activity. His therapist introduces a visual timer to help him transition without screaming. In this scenario, using the visual timer is:
Correct Answer: An antecedent manipulation
Explanation:
A visual timer is an environmental change made before the behavior occurs. It helps prepare Ben for transitions and reduces problem behavior. It’s a form of antecedent intervention.
Question 11: Differential reinforcement is a procedure primarily used to:
Correct Answer: Modify specific target behaviors
Explanation:
Differential reinforcement is tailored to reduce unwanted behaviors and strengthen appropriate ones. It focuses on specific behaviors and outcomes. It’s not designed to punish or teach broad skills alone.
Question 12: How many functions of behavior are commonly identified?
Correct Answer: 4
Explanation:
There are four widely recognized functions: automatic reinforcement, social attention, escape/avoidance, and access to tangibles. Identifying the correct function is key to effective behavior intervention. This forms the foundation of most ABA plans.
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