Unit D: Behavior Reduction is one of the most critical sections of the RBT Exam. As an RBT, you will often work with learners who engage in behaviors that are harmful to themselves or others, or that interfere with daily functioning and learning. The goal is never to punish or eliminate behavior without reason, but to understand why it happens and replace it with more adaptive skills.
Every RBT must be familiar with the principles of behavior reduction, especially since this section is heavily represented on the exam and essential in day-to-day practice.
✅ Why Behavior Reduction Matters
Many clients in ABA therapy have interfering behaviors that impact learning, socialization, or safety.
Challenging behaviors are a form of communication. Every behavior serves a purpose. Understanding the function allows us to teach more appropriate replacement behaviors.
Behavior reduction is not about stopping behaviors altogether but about creating safer, more functional, and socially appropriate alternatives.
💡 Pro-tip for the Exam: Questions about behavior reduction often connect back to Unit B (Assessment) because identifying the function of behavior is key to designing effective interventions.
BIP Basics: Written Behavior Reduction Plans (Task D-1)
When a learner has behaviors that interfere with learning or safety, the supervising BCBA develops a written Behavior Intervention Plan (BIP). As the RBT, you are responsible for implementing the plan exactly as written.
Essential Components of a BIP
Target behaviors: Clearly defined behaviors written in observable, measurable terms. For example, instead of “client is aggressive,” the plan might say “client hits others with an open hand.”
Operational definitions: Precise descriptions of behaviors so everyone collects data consistently.
Persons responsible: Identifies who will carry out the plan, including RBTs, parents, teachers, and caregivers.
Behavior function: States why the learner engages in the behavior (see Task D-2 below).
Antecedent strategies: Preventative measures that reduce the likelihood of the target behavior occurring in the first place.
Consequence strategies: Steps to take after the behavior occurs. For example, redirection, blocking, or withholding reinforcement.
Replacement skills: Alternative behaviors taught to meet the same function more appropriately.
Crisis procedures: Specific instructions for safely managing behaviors that could result in harm to the learner or others.
📌 RBT Tip: If you observe a new behavior that does not yet have a plan, collect ABC data and notify your BCBA immediately.
Functions of Behavior (Task D-2)
All behaviors happen for a reason, which ABA categorizes into four functions. Understanding the function is crucial because interventions are matched to why the behavior happens.
The Four Functions of Behavior
Automatic reinforcement
The behavior itself produces its own reinforcement.
Examples: rocking in a chair, nail-biting, hand-flapping, humming.
No one else has to be present for these behaviors to continue.
Escape or avoidance
The learner behaves in a way that lets them get out of an unwanted task or situation.
Example: Student throws a worksheet on the floor to avoid doing homework.
Attention
The learner is reinforced by gaining interaction from others.
Example: A child screams when a parent gets on the phone because the child wants attention redirected.
Access to tangibles or activities
The learner engages in behavior to obtain a specific item or preferred activity.
Example: Tantrum occurs when the child wants a turn on the iPad.
👉 Remember for the exam: Behaviors can serve multiple functions, but every plan must identify and target at least one main function.
Antecedent Strategies and Motivating Operations (Task D-3)
Antecedents are events or conditions that happen immediately before a behavior. By changing antecedents, we can prevent many interfering behaviors.
Common Antecedent Strategies
Visual schedules: Provide structure and predictability.
High-probability request sequence: Start with easier tasks before more difficult demands.
Priming: Tell the learner what to expect before transitions or changes.
Offering choices: Increases motivation by giving a sense of control.
Non-contingent reinforcement (NCR): Provide reinforcement on a schedule, independent of behavior.
Timers: Help learners anticipate when activities will end or begin.
Motivating Operations (MOs)
Motivating operations change the effectiveness of a reinforcer.
Establishing Operations (EOs): Increase the effectiveness of a reinforcer. Example: If a client has not had access to a preferred snack in several hours, that snack becomes more valuable.
Abolishing Operations (AOs): Decrease the effectiveness of a reinforcer. Example: If a child is given unlimited access to a toy all afternoon, the toy will be less motivating later.
Discriminative Stimulus (SD)
An SD is a stimulus that signals reinforcement is available if a specific behavior occurs.
Example: A restroom sign signals that using the bathroom is possible (reinforcement is available).
Differential Reinforcement Procedures (Task D-4)
Differential Reinforcement means reinforcing one behavior while withholding reinforcement for another. It is one of the most powerful tools in ABA.
Two Key Types for RBTs
Differential Reinforcement of Other Behavior (DRO)
Deliver reinforcement when the target behavior does not occur for a set amount of time.
Example: During a 5-minute interval, if a child does not scream, they earn a sticker. Reinforcement is given for the absence of the behavior.
Differential Reinforcement of Alternative Behavior (DRA)
Reinforce a more appropriate behavior that serves the same function as the problem behavior.
Example: Instead of reinforcing hitting for attention, reinforce tapping the RBT’s shoulder or saying “play with me.”
📌 Big Test Tip: DRO = reinforce NOT engaging in the problem behavior. DRA = reinforce an alternative behavior that serves the same purpose.
Extinction Procedures (Task D-5)
Extinction means withholding reinforcement for a behavior that was previously reinforced. Over time, the behavior decreases because the reinforcement no longer occurs.
Attention extinction: Do not give attention to behavior that previously gained attention.
Tangible extinction: Do not provide access to the item following the behavior.
Escape extinction: Do not allow task avoidance to occur when the learner engages in the interfering behavior.
Key Considerations
Extinction burst: When extinction is first applied, the behavior may temporarily increase in frequency, intensity, or duration before it decreases.
Consistency is crucial: If extinction is applied inconsistently, behaviors may become stronger.
Always pair with teaching a replacement skill: Extinction without teaching alternatives is not effective or ethical.
👉 Misconception Check: Extinction does not mean ignoring the learner completely. It only means withholding the reinforcement linked to the interfering behavior.
Crisis and Emergency Procedures (Task D-6)
Not all learners will have a crisis plan. However, if a learner poses any risk to themselves or others, a crisis or emergency plan must be in place.
What Crisis Plans Include
Clear steps to ensure safety if the learner becomes aggressive or runs away (elopement).
Medical protocols if the learner has a health condition such as seizures or asthma.
Individualized guidelines based on assessment of risk.
Staff roles during emergencies, including when to contact parents, supervisors, or emergency services.
RBTs must always follow the crisis plan exactly as written. Deviation is unsafe and unethical.
🧠 Quick Practice Questions
What are the four functions of behavior?
In a DRO procedure, when is reinforcement delivered?
What is the difference between an EO and an AO?
What should always be paired with extinction to make the procedure more effective?
Answers:
Automatic reinforcement, escape, attention, access to tangibles or activities
When the target behavior does not occur for a set amount of time
EO increases reinforcer effectiveness; AO decreases it
Teaching a replacement skill
RBT Behavior Reduction Practice Questions
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Question 1 of 12
1. Question
Which of the following is NOT an essential component of a written behavior reduction plan?
Correct
A behavior reduction plan focuses on reducing problem behaviors and should include operational definitions, intervention strategies, data collection procedures, and crisis plans. Academic goals belong in skill acquisition plans, not behavior reduction plans.
Incorrect
A behavior reduction plan focuses on reducing problem behaviors and should include operational definitions, intervention strategies, data collection procedures, and crisis plans. Academic goals belong in skill acquisition plans, not behavior reduction plans.
Question 2 of 12
2. Question
How many primary functions of behavior are commonly identified in applied behavior analysis?
Correct
There are four primary functions of behavior: attention, escape/avoidance, access to tangibles, and automatic reinforcement. Understanding function is crucial for developing effective interventions that address the underlying reasons for problem behavior.
Incorrect
There are four primary functions of behavior: attention, escape/avoidance, access to tangibles, and automatic reinforcement. Understanding function is crucial for developing effective interventions that address the underlying reasons for problem behavior.
Question 3 of 12
3. Question
Sarah throws her toys every time her mother asks her to clean her room. When Sarah throws toys, her mother typically says “never mind” and cleans the room herself. What is the most likely function of Sarah’s toy-throwing behavior?
Correct
Sarah’s behavior successfully allows her to avoid the cleaning task when her mother takes over. The behavior is negatively reinforced by the removal of the cleaning demand, indicating an escape/avoidance function.
Incorrect
Sarah’s behavior successfully allows her to avoid the cleaning task when her mother takes over. The behavior is negatively reinforced by the removal of the cleaning demand, indicating an escape/avoidance function.
Question 4 of 12
4. Question
Your client always has tantrums during snack time when their preferred crackers aren’t available. You ensure their preferred crackers are always accessible during snack. This intervention modifies:
Correct
By ensuring preferred crackers are available, you’re reducing the motivating operation (deprivation of preferred items) that makes tantrum behavior more likely. This antecedent intervention addresses the establishing operation that increases the value of obtaining crackers.
Incorrect
By ensuring preferred crackers are available, you’re reducing the motivating operation (deprivation of preferred items) that makes tantrum behavior more likely. This antecedent intervention addresses the establishing operation that increases the value of obtaining crackers.
Question 5 of 12
5. Question
Marcus engages in aggression when transitioning from preferred to non-preferred activities. His RBT introduces a visual timer showing 5 minutes remaining before transition. What type of intervention is this?
Correct
The visual timer serves as a discriminative stimulus that signals the upcoming transition, allowing Marcus to prepare and reducing the likelihood of aggressive behavior. This antecedent intervention modifies the environmental cues that precede problem behavior.
Incorrect
The visual timer serves as a discriminative stimulus that signals the upcoming transition, allowing Marcus to prepare and reducing the likelihood of aggressive behavior. This antecedent intervention modifies the environmental cues that precede problem behavior.
Question 6 of 12
6. Question
When Kevin hits others to get attention, his RBT ignores the hitting but immediately provides attention when Kevin taps someone’s shoulder instead. What procedure is being implemented?
Correct
DRA involves reinforcing appropriate alternative behaviors that serve the same function as the problem behavior while withholding reinforcement for the problem behavior. Shoulder tapping serves the same attention function as hitting but is socially appropriate.
Incorrect
DRA involves reinforcing appropriate alternative behaviors that serve the same function as the problem behavior while withholding reinforcement for the problem behavior. Shoulder tapping serves the same attention function as hitting but is socially appropriate.
Question 7 of 12
7. Question
Lucy receives a token every 10 minutes if she has not engaged in any disruptive behavior during that time period. Any appropriate behavior during those 10 minutes earns the token. What procedure is this?
Correct
DRO provides reinforcement at the end of time intervals when the target problem behavior has not occurred. Any behavior other than the disruptive behavior can earn reinforcement during the 10-minute intervals.
Incorrect
DRO provides reinforcement at the end of time intervals when the target problem behavior has not occurred. Any behavior other than the disruptive behavior can earn reinforcement during the 10-minute intervals.
Question 8 of 12
8. Question
Emma previously received attention from staff when she screamed. Now all staff completely ignore her screaming behavior and only respond to appropriate communication. What procedure is being implemented?
Correct
Extinction involves withholding reinforcement for previously reinforced behaviors. By removing attention (the maintaining reinforcer) for screaming, staff are implementing extinction while differentially reinforcing appropriate communication.
Incorrect
Extinction involves withholding reinforcement for previously reinforced behaviors. By removing attention (the maintaining reinforcer) for screaming, staff are implementing extinction while differentially reinforcing appropriate communication.
Question 9 of 12
9. Question
During the first week of implementing extinction for attention-seeking behavior, the client’s screaming initially increased in frequency and intensity before beginning to decrease. This temporary increase is called:
Correct
An extinction burst is the temporary increase in frequency, intensity, or duration of behavior when reinforcement is first withheld. This is a normal and expected part of the extinction process that typically occurs before behavior begins to decrease.
Incorrect
An extinction burst is the temporary increase in frequency, intensity, or duration of behavior when reinforcement is first withheld. This is a normal and expected part of the extinction process that typically occurs before behavior begins to decrease.
Question 10 of 12
10. Question
Which scenario would most likely require an individualized crisis intervention plan?
Correct
Crisis plans are required for behaviors that pose immediate danger to the individual or others. Severe self-injurious behavior that causes physical harm requires specific emergency procedures to ensure safety and prevent serious injury.
Incorrect
Crisis plans are required for behaviors that pose immediate danger to the individual or others. Severe self-injurious behavior that causes physical harm requires specific emergency procedures to ensure safety and prevent serious injury.
Question 11 of 12
11. Question
Which of the following situations would require crisis intervention procedures in a behavior plan?
Correct
Crisis plans are needed for any situation that poses safety risks, including elopement (getting lost/injured), severe aggression (harm to self or others), and medical emergencies (asthma attacks, seizures). All these scenarios require specific emergency response protocols.
Incorrect
Crisis plans are needed for any situation that poses safety risks, including elopement (getting lost/injured), severe aggression (harm to self or others), and medical emergencies (asthma attacks, seizures). All these scenarios require specific emergency response protocols.
Question 12 of 12
12. Question
Alex throws materials to escape difficult math tasks. His teacher now provides a “break” card that Alex can exchange to request a 2-minute break from work instead of throwing materials. What makes this an effective intervention?
Correct
Effective behavior reduction interventions teach functionally equivalent replacement behaviors that serve the same purpose as the problem behavior. The break card allows Alex to escape demands appropriately instead of through throwing materials, addressing the escape function while teaching appropriate communication.
Incorrect
Effective behavior reduction interventions teach functionally equivalent replacement behaviors that serve the same purpose as the problem behavior. The break card allows Alex to escape demands appropriately instead of through throwing materials, addressing the escape function while teaching appropriate communication.
