This page of our free RBT Exam Study Guide covers Behavior Reduction, based on Section D of the RBT Task List (2nd Edition). This section accounts for approximately 12 out of 85 questions on the test. Understanding behavior reduction procedures is essential for every RBT, as these strategies are frequently applied in real ABA sessions.
In this guide, you’ll explore all six tasks from the RBT Task List – Section D:
- Identify essential components of a written behavior reduction plan
- Describe common functions of behavior
- Implement interventions based on modification of antecedents (e.g., motivating operations, discriminative stimuli)
- Implement differential reinforcement procedures (e.g., DRA, DRO)
- Implement extinction procedures
- Implement crisis/emergency procedures according to protocol
Each task is designed to equip you with practical tools for reducing problem behaviors in ethical and effective ways. Whether you’re working with children on the autism spectrum or individuals with other developmental challenges, mastering these skills will prepare you for the demands of the role, and for a successful RBT exam.
Task D-1: Identify essential components of a written behavior reduction plan
A written behavior reduction plan, often called a Behavior Intervention Plan (BIP), guides how RBTs and other team members reduce harmful or interfering behaviors. BCBAs develop this plan based on assessment data, and RBTs implement it consistently across settings to ensure behavior change.
Each behavior reduction plan targets specific behaviors that interfere with learning or social interaction, such as aggression, self-injury, screaming, or property destruction. These behaviors, also known as maladaptive or inappropriate, must be clearly defined and addressed using structured intervention strategies. A well-developed BIP ensures all team members respond to these behaviors consistently and safely.
The essential components of a written behavior plan include:
- Operational definitions of target behaviors: Each behavior must be defined in observable and measurable terms. For example, “screaming” might be defined as “emitting a vocal sound above conversational volume lasting more than two seconds.”
- Function of behavior: The BIP identifies why the behavior occurs, whether the client seeks attention, avoids demands, accesses a tangible item, or self-stimulates. Understanding the function helps guide intervention choices.
- Antecedent modifications (preventative strategies): These strategies aim to prevent the behavior before it happens, such as offering choices, adjusting the environment, or changing task demands.
- Replacement behaviors: RBTs teach the learner alternative, appropriate ways to meet the same need the behavior previously served, such as using a communication device instead of screaming.
- Consequence modifications: These include responses after the behavior occurs, like ignoring, redirection, or response cost, depending on the function and risk level.
- Persons responsible: The plan clearly identifies who will implement each component, RBTs, caregivers, teachers, to promote consistency across environments.
- Emergency and crisis procedures: If the behavior poses a risk to safety, the plan includes a crisis protocol that RBTs follow to ensure safety while minimizing reinforcement.
RBT behavior reduction plans guide intervention through structure and clarity. When a new behavior arises that lacks a plan, RBTs must collect ABC data and alert the supervising BCBA.
Task D-2: Describe common functions of behavior
All behaviors serve a purpose. In Applied Behavior Analysis (ABA), we refer to these purposes as the functions of behavior – the reasons why a person engages in a particular action.
RBT behavior reduction plans rely on identifying the function of each target behavior. Behavior analysts use a Functional Behavior Assessment (FBA) to assess observable patterns and determine why a client engages in a specific behavior. The results guide the design of proactive interventions addressing the individual’s needs without reinforcing the interfering behavior.
There are four common functions of behavior:
- Attention
The individual behaves to gain social interaction from others. This can include both positive and negative attention.
Example: A child yells when their parent starts a phone call, aiming to shift the parent’s focus back to them. - Access to tangibles
The behavior is a means to obtain a preferred item or activity. This function is common in young children or individuals with limited communication skills.
Example: A child grabs a peer’s toy without asking because they want to play with it. - Escape or avoidance
The person engages in behavior to avoid or escape a demand, task, or uncomfortable situation. This function often appears in educational settings.
Example: A student rips up a worksheet to avoid completing a difficult assignment. - Automatic reinforcement
The behavior is self-stimulating and not dependent on external input. These actions often occur when the individual is alone or bored.
Example: A person rocks back and forth or picks at their skin because the sensation is internally reinforcing.
Recognizing the function of a behavior helps the RBT implement the correct intervention. For example, if a child throws objects to escape demands, reinforcing escape may worsen the behavior. Instead, the RBT teaches a more appropriate way to request a break. This targeted approach supports lasting behavior change.
Functions apply to all behaviors, not just challenging ones. Whether someone raises a hand to ask a question (attention) or leaves a loud room (escape), they are acting to fulfill a need.
Task D-3: Implement interventions based on modification of antecedents such as motivating operations and discriminative stimuli
Antecedents are events or stimuli that precede a behavior. In behavior reduction, modifying antecedents can prevent problem behaviors from occurring in the first place. By adjusting the environment or context before the behavior starts, RBTs increase the effectiveness of interventions and reduce the need for reactive strategies.
RBT behavior reduction plans often begin with antecedent strategies as they proactively address potential behavior triggers. These strategies are especially useful in structured settings like classrooms and therapy sessions, where consistency can influence learner outcomes.
Common antecedent strategies include:
- Visual supports and schedules: Visual cues help learners understand routines and transitions, reducing anxiety or confusion that might trigger problem behaviors.
- Priming: Discussing upcoming events or expectations beforehand prepares the learner for what’s to come, making tasks feel more predictable.
- High-probability request sequence: Presenting a series of easy tasks before a challenging one builds momentum and increases compliance.
- Offering choices: Allowing the learner to choose between two acceptable options increases cooperation by giving them a sense of control.
- Non-contingent reinforcement (NCR): Providing access to preferred items or activities before the behavior occurs reduces the need to engage in the problem behavior to obtain them.
- Timers: Using timers gives learners a clear understanding of how long they need to wait or work, reducing uncertainty.
In addition to these strategies, RBTs must consider Motivating Operations (MOs), which alter the value of a reinforcer and influence the likelihood of a behavior occurring. MOs fall into two main types:
- Establishing operations (EOs)
EOs increase the effectiveness of a reinforcer. For example, if a child hasn’t had bubbles in a week, their motivation to earn them is higher, and behaviors reinforced by bubbles are more likely to occur. - Abolishing operations (AOs)
AOs decrease the effectiveness of a reinforcer due to satiation. A child who just finished a long play session may be less motivated to earn physical play as reinforcement during work time.
Another key antecedent is the Discriminative Stimulus (SD). An SD signals that a specific behavior will result in reinforcement. For example, a teacher holding up a worksheet and saying “Time to work” indicates that completing the task may lead to praise or a break. Over time, the learner responds to this SD because of the consistent history of reinforcement.
Antecedent strategies form a critical part of proactive behavior reduction. For a more comprehensive look at these proactive supports, including non-contingent reinforcement and high-probability request sequences, see our complete guide to RBT antecedent interventions.
Task D-4: Implement differential reinforcement procedures (e.g., DRA, DRO)
Differential reinforcement is a core technique in ABA used to reduce problem behavior by reinforcing desired behaviors and withholding reinforcement from undesired ones. RBTs apply this method to shape behavior through consistent, function-based strategies. Each variation of differential reinforcement targets specific goals, depending on the behavior’s frequency, function, or intensity.
RBT behavior reduction plans often include differential reinforcement procedures such as DRA, DRO, DRI, and DRL. These interventions are effective because they use reinforcement to encourage adaptive behavior while placing the problem behavior on extinction.
Here are the most common types of differential reinforcement:
Differential reinforcement of alternative behavior (DRA)
The RBT reinforces an appropriate replacement behavior while withholding reinforcement for the target behavior. The replacement must meet the same function as the original behavior.
- Example: A child hits others to get attention. The RBT encourages them to say, “Can I talk to you?” or gently tap someone’s arm instead. Reinforcement follows the alternative behavior, not the hitting.
DRA is useful when the goal is to replace an inappropriate behavior with a more socially acceptable one that achieves the same outcome.
Differential reinforcement of other behavior (DRO)
In DRO, the RBT reinforces any behavior other than the problem behavior during a specific time interval. If the target behavior occurs, reinforcement is omitted, and the timer is reset.
- Example: A learner pulls her hair during work time. The RBT sets a 3-minute timer. If she refrains from hair-pulling during the entire interval, she earns a reinforcer.
DRO is effective for behaviors that have no clear alternative or when reducing overall frequency is the immediate goal.
Differential reinforcement of incompatible behavior (DRI)
With DRI, the RBT reinforces a behavior that cannot occur at the same time as the problem behavior. This method prevents the undesired behavior by promoting an incompatible one.
- Example: A student often gets out of his seat. The RBT replaces this by reinforcing sitting, since one cannot sit and be out of their seat simultaneously.
DRI works well when the RBT can clearly identify an action that directly conflicts with the problem behavior.
Differential reinforcement of low rates (DRL)
DRL is used to limit the frequency of a behavior without eliminating it entirely. The RBT controls reinforcement by setting a threshold for how often the behavior can occur to still be rewarded.
- Example: A student appropriately greets peers but does so excessively. The RBT sets a goal of five or fewer greetings during one class. If the student stays within the limit, they are reinforced.
This method is ideal for socially acceptable behaviors that happen too often, such as asking frequent questions or making repetitive comments.
Task D-5: Implement extinction procedures
Extinction is a behavior reduction strategy used in ABA to eliminate behaviors that were previously reinforced. Unlike punishment, extinction works by withholding reinforcement that once maintained the behavior. Over time, if reinforcement is consistently withheld, the target behavior typically reduces in frequency, intensity, or duration until it eventually stops.
Extinction only works when the RBT accurately identifies how the behavior was previously reinforced and then consistently withholds that specific type of reinforcement.
Here are function-based examples of how extinction is applied:
- Attention-maintained behavior: If a child screams to gain adult attention, the RBT would use attention extinction by deliberately not reacting to the screaming. In this case, ignoring the behavior is appropriate as it directly withholds the attention that previously reinforced it.
- Tangibles-maintained behavior: If a child cries to obtain a toy, the RBT does not give the toy in response to crying. By eliminating access to the item when the problem behavior occurs, the crying loses its function.
- Escape-maintained behavior: If a learner throws materials to avoid a task, the RBT must ensure the task continues. Simply ignoring the behavior would not meet the definition of extinction here. Instead, the RBT withholds the opportunity to escape, keeping the demand in place until appropriate behavior is used.
- Automatic reinforcement: These behaviors (e.g., rocking, hand-flapping) reinforce themselves. Extinction for automatic behaviors may involve environmental adjustments, such as blocking the sensory feedback or reducing access to the self-reinforcing experience.
During extinction, it’s common to see an extinction burst, a short-term increase in the problem behavior’s frequency, intensity, or duration. This is expected and temporary. If the RBT continues to withhold reinforcement, the behavior will eventually decrease.
To improve effectiveness and minimize the impact of extinction bursts, extinction is often paired with teaching and reinforcing a replacement behavior. For example, instead of screaming, the learner is taught to request a break or ask for help, behaviors that serve the same function in a more appropriate way.
RBTs must work closely with their supervisors and follow the client’s behavior plan to ensure extinction is applied ethically and consistently. Ethical considerations when withholding reinforcement, especially in sensitive contexts, are further addressed in the task about RBT professional boundaries, which outlines professional conduct and scope of practice guidelines.
Task D-6: Implement crisis/emergency procedures according to protocol
When a client exhibits behaviors that pose a threat to themselves or others, RBTs must respond swiftly and follow the established crisis or emergency protocols. These procedures are typically outlined in a crisis plan developed by the supervising Behavior Analyst and tailored to the client’s specific risks and needs.
RBT behavior reduction plans may include crisis protocols if the client engages in dangerous behaviors such as aggression, elopement, self-injury, or medical emergencies like seizures. Not every client will need a crisis plan, but when they do, the RBT must know how to manage the situation safely and in line with the written procedures.
A crisis plan includes:
- Behaviors of concern that may require emergency action
- Step-by-step response strategies to help de-escalate the situation
- Emergency contacts including guardians, supervisors, and local emergency services
- Medical protocols, such as actions to take during an asthma attack or seizure
- Mandated reporting instructions for suspected abuse or neglect
The setting determines the type of emergency procedures used. In-home therapy may focus on elopement or household hazards, while school settings might require specific lockdown or evacuation plans.
RBTs must be familiar with the plan before an incident occurs, so they can act quickly without hesitation. Being able to de-escalate high-risk behaviors calmly and professionally protects everyone involved and maintains the integrity of the therapeutic relationship.
RBT Behavior Reduction practice questions
To reinforce your understanding of behavior reduction procedures, visit our RBT Exam – Practice Test Section D. This targeted quiz helps you apply concepts from Task List D, like differential reinforcement, extinction, and crisis management, in real exam-style scenarios.