RBT Behavior Reduction Study Guide (2nd Edition)

Welcome to the definitive study guide on Behavior Reduction strategies for Registered Behavior Technician (RBT) certification candidates.

This comprehensive resource has been meticulously crafted to align with the current BACB Task List and reflects the most up-to-date practices in applied behavior analysis.

Behavior reduction procedures are among the most critical components of an RBT’s scope of practice.

As an RBT, you will regularly implement behavior reduction strategies under supervision to address challenging behaviors that may interfere with learning, social interactions, safety, or quality of life.

This guide will equip you with the knowledge and understanding needed to implement these procedures ethically, effectively, and confidently.

How to Use This Guide

This study guide is organized into logical sections that build upon one another. We recommend working through the material sequentially, but you can also use the table of contents to jump to specific sections as needed. Each section includes:

• Core concepts and definitions
• Practical implementation strategies
• Ethical considerations
• Real-world examples
• Review questions to test your understanding

By the end of this study guide, you will have a comprehensive understanding of behavior reduction strategies and be well-prepared for questions related to this domain on your RBT certification exam.

Let’s begin with the foundational concepts of behavior reduction.

Section 1: Foundational Concepts in Behavior Reduction

1.1 Understanding Challenging Behaviors

Challenging behaviors are those that:

• Interfere with learning or skill acquisition
• Cause harm to the individual or others
• Damage property
• Significantly disrupt the environment
• Limit access to community settings or activities
• Reduce quality of life

Common challenging behaviors that RBTs may encounter include:

Aggression: Hitting, kicking, biting, scratching, or hair pulling directed at others

Self-injurious behavior (SIB): Head-banging, self-biting, self-hitting, or other actions that cause harm to oneself

Property destruction: Breaking items, throwing objects, or otherwise damaging physical property

Disruptive behaviors: Screaming, tantruming, eloping (running away), or persistent non-compliance

Stereotypy: Repetitive motions or vocalizations that interfere with learning or social interaction

Inappropriate verbal behavior: Cursing, threats, or socially inappropriate comments

1.2 The Four Functions of Behavior (SEAT)

Before implementing any behavior reduction strategy, it’s essential to understand why the behavior is occurring. All behavior serves a function or purpose for the individual. The four primary functions of behavior are:

Sensory (S): The behavior produces sensory stimulation that the individual finds reinforcing (visual, auditory, tactile, etc.). The behavior is maintained by automatic reinforcement.

Example: Hand-flapping that produces visual stimulation or rocking that provides vestibular input

Escape (E): The behavior allows the individual to avoid or escape from aversive situations, demands, or activities.

Example: Tantruming when asked to complete homework, resulting in the task being postponed

Attention (A): The behavior results in attention from others (positive or negative).

Example: Calling out in class, which results in teacher attention

Tangible (T): The behavior results in access to preferred items or activities.

Example: Throwing items at the store to get a desired toy

Understanding the function of a behavior is crucial because it guides the selection of appropriate intervention strategies. Effective behavior reduction plans address the function of the behavior rather than just the topography (what the behavior looks like).

1.3 Least Restrictive Intervention Principle

The principle of least restrictive intervention is a cornerstone of ethical behavior analysis practice. This principle states that:

• Interventions should be selected that are effective but impose the minimum limitation on the individual’s rights and freedoms
• Strategies should be implemented in a hierarchy from least to most restrictive
• More restrictive procedures should only be used when less restrictive alternatives have been tried and proven ineffective
• The benefits of an intervention must outweigh any potential negative effects

As an RBT, you should always advocate for the least restrictive interventions that can effectively address the challenging behavior.

1.4 Dignity and Rights of Clients

Respecting the dignity and rights of clients is paramount in behavior reduction procedures. Key principles include:

• Obtaining informed consent before implementing any intervention
• Respecting client privacy and confidentiality
• Considering cultural factors and individual preferences
• Treating clients with respect and dignity at all times
• Avoiding stigmatizing language or practices
• Ensuring interventions promote long-term quality of life, not just immediate behavior change

These ethical considerations should guide all aspects of your practice as an RBT.

Section 2: Functional Behavior Assessment (FBA)

2.1 The Purpose and Importance of FBA

A Functional Behavior Assessment (FBA) is a systematic process used to identify the function or purpose of a challenging behavior. The FBA is conducted before implementing any behavior reduction strategy and serves several crucial purposes:

• Identifies the specific function(s) of the challenging behavior
• Reveals environmental factors that trigger or maintain the behavior
• Guides the selection of appropriate intervention strategies
• Provides baseline data against which to measure intervention effectiveness
• Ensures interventions address the function, not just the form of the behavior

As an RBT, you will typically assist BCBAs in conducting FBAs by collecting and organizing data, implementing assessment procedures, and providing observations.

2.2 ABC Data Collection

One of the primary methods used in FBAs is ABC (Antecedent-Behavior-Consequence) data collection. This approach involves recording:

• Antecedent: What happened immediately before the behavior occurred? (environmental factors, demands, presence of specific people, etc.)
• Behavior: A clear, objective description of the behavior itself (including frequency, duration, intensity)
• Consequence: What happened immediately after the behavior occurred? (attention, escape, access to items, sensory input)

ABC data is typically collected over multiple occurrences of the behavior to identify patterns. As an RBT, you’ll need to:

• Record data objectively without interpretation
• Be specific and detailed in your descriptions
• Note the time, setting, and relevant environmental factors
• Record exactly what happened before and after the behavior
• Avoid making assumptions about intentions or emotions

Here’s an example of ABC data collection:

Antecedent: Teacher asks student to put away iPad and start math worksheet Behavior: Student throws iPad on floor and screams “No!” for 30 seconds Consequence: Teacher allows 5 more minutes on iPad to calm down

From this data point, we might hypothesize that the behavior serves an escape function (avoiding math work) and/or a tangible function (accessing more iPad time).

2.3 Common Assessment Tools in FBAs

Several formal tools may be used during an FBA, including:

Functional Assessment Interview (FAI): A structured interview with caregivers, teachers, or others who interact with the client regularly to gather information about the challenging behavior.

Functional Analysis Screening Tool (FAST): A questionnaire designed to identify possible functions of behavior.

Motivation Assessment Scale (MAS): A rating scale that helps determine the function of challenging behaviors.

Questions About Behavioral Function (QABF): An assessment tool that identifies the potential functions of challenging behaviors.

Functional Analysis (FA): A systematic, experimental process that manipulates environmental variables to identify the function of behavior. This is typically conducted by a BCBA but may require RBT assistance.

As an RBT, you should be familiar with these tools and able to assist in their implementation as directed by your supervising BCBA.

2.4 Interpreting Function-Based Results

Once FBA data has been collected, the BCBA will analyze the results to determine the function(s) of the behavior. The function then guides the selection of appropriate intervention strategies:

Sensory-maintained behaviors: Interventions might include sensory integration activities, environmental modifications, or teaching appropriate ways to obtain sensory input.

Escape-maintained behaviors: Interventions might focus on building tolerance for demands, teaching requesting breaks appropriately, or making tasks more reinforcing.

Attention-maintained behaviors: Interventions could include teaching appropriate ways to request attention, providing regular attention for appropriate behaviors, or planned ignoring of inappropriate attention-seeking.

Tangible-maintained behaviors: Interventions might include teaching appropriate requesting, establishing routines for access to preferred items, or token economies.

Understanding the function allows for the development of function-based interventions, which are more effective and ethical than generic approaches.

Section 3: Antecedent-Based Strategies

Antecedent-based strategies focus on modifying the environment or events that occur before the challenging behavior to prevent its occurrence. These are often the least restrictive interventions and should be considered first in a behavior reduction plan.

3.1 Environmental Modifications

Environmental modifications involve changing aspects of the physical or social environment to reduce the likelihood of challenging behavior:

Physical arrangement: Organizing the environment to promote appropriate behavior (e.g., clear visual boundaries, reduced noise, appropriate seating)

Visual supports: Providing visual schedules, reminders, or cues to support understanding and reduce anxiety

Sensory modifications: Adjusting lighting, noise levels, or other sensory inputs that might trigger behavior

Removing triggers: Identifying and removing or modifying specific triggers for challenging behavior

Examples of environmental modifications:

• Using noise-canceling headphones in loud environments for a client sensitive to noise
• Rearranging seating to reduce proximity to distractions
• Providing a visual schedule to increase predictability and reduce anxiety

3.2 Antecedent Interventions

Antecedent interventions directly address the events that typically precede challenging behavior:

Priming: Previewing upcoming activities or transitions to prepare the client

Offering choices: Providing options to increase a sense of control

Task modification: Adjusting the difficulty, length, or presentation of tasks

Premack principle: “First-Then” approach (completing a less preferred activity before accessing a preferred one)

Behavioral momentum: Starting with easy, high-probability requests before presenting more challenging demands

Example of applying the Premack principle: “First complete your math worksheet, then you can play with the iPad for 10 minutes.”

3.3 Non-Contingent Reinforcement (NCR)

Non-contingent reinforcement involves providing access to reinforcement on a fixed time schedule, regardless of the client’s behavior. This strategy:

• Reduces the motivation for challenging behavior by ensuring regular access to reinforcement
• Prevents establishing operations that might trigger the behavior
• Is particularly effective for attention-maintained or tangible-maintained behaviors

Implementation steps for NCR:

1. Identify the reinforcer maintaining the challenging behavior (e.g., attention, access to items)
2. Determine an appropriate schedule for delivery (often starting with a high frequency)
3. Provide the reinforcer regardless of behavior at the scheduled times
4. Gradually thin the schedule as appropriate behavior increases

Example: For a child whose challenging behavior is maintained by attention, provide brief, positive attention every 5 minutes regardless of behavior, gradually increasing the interval.

3.4 High-Probability Request Sequences

High-probability request sequences (also called “behavioral momentum”) involve:

1. Presenting a series of easy, high-probability requests that the client is likely to comply with
2. Following these with a low-probability request (one the client typically resists)
3. Reinforcing compliance with all requests

This strategy builds momentum of compliance, increasing the likelihood that the client will comply with the more challenging request.

Example sequence:

• “Give me five!” (high-p)
• “Show me a thumbs up!” (high-p)
• “Touch your nose!” (high-p)
• “Put your worksheet in the folder.” (low-p, typically triggers refusal)

This strategy is particularly effective for escape-maintained behaviors related to task demands.

Section 4: Reinforcement-Based Procedures

Reinforcement-based procedures focus on increasing appropriate alternative behaviors while reducing challenging behaviors. These are function-based interventions that teach and strengthen replacement behaviors.

4.1 Differential Reinforcement

Differential reinforcement procedures involve reinforcing certain behaviors while withholding reinforcement for others. These are among the most common and effective behavior reduction strategies.

4.1.1 DRO (Differential Reinforcement of Other Behavior)

In DRO, reinforcement is provided when the target challenging behavior does NOT occur for a specified period.

Implementation steps:

1. Define the target behavior clearly
2. Establish an interval (time period)
3. If the target behavior does not occur during the interval, provide reinforcement
4. If the target behavior does occur, reset the interval
5. Gradually increase the interval as behavior improves

Example: For a child who hits peers, provide a token every 5 minutes in which no hitting occurs. If hitting occurs, reset the 5-minute timer. Gradually increase to 10 minutes, then 15 minutes, etc.

4.1.2 DRA (Differential Reinforcement of Alternative Behavior)

In DRA, reinforcement is provided for a specific alternative behavior that serves the same function as the challenging behavior.

Implementation steps:

1. Identify the function of the challenging behavior
2. Select or teach an appropriate alternative behavior that serves the same function
3. Reinforce the alternative behavior
4. Withhold reinforcement for the challenging behavior

Example: For a child who screams to get attention, teach and reinforce raising a hand or saying “excuse me” to get attention appropriately.

4.1.3 DRI (Differential Reinforcement of Incompatible Behavior)

DRI involves reinforcing a behavior that is physically incompatible with the challenging behavior (cannot be performed simultaneously).

Implementation steps:

1. Identify a behavior that cannot occur at the same time as the challenging behavior
2. Teach and reinforce this incompatible behavior
3. Withhold reinforcement for the challenging behavior

Example: For a child who gets out of their seat during class, reinforce keeping hands on desk and feet on floor (physically incompatible with getting up).

4.1.4 DRL (Differential Reinforcement of Low Rates of Behavior)

DRL is used when the goal is to reduce, but not eliminate, a behavior that occurs too frequently.

Two common types of DRL:

• Full-session DRL: Reinforcement is provided at the end of a session if the behavior occurred fewer times than a specified limit
• Interval DRL: The session is divided into intervals, and reinforcement is provided for intervals with fewer than a specified number of responses

Example: For a student who raises their hand excessively (50+ times per class), provide reinforcement if they raise their hand less than 20 times in a class period, gradually reducing the criterion.

4.2 Token Economies for Behavior Reduction

Token economies combine well with differential reinforcement procedures and involve:

1. Awarding tokens (stickers, points, etc.) for appropriate behaviors
2. Allowing tokens to be exchanged for backup reinforcers (preferred items or activities)
3. Potentially removing tokens for challenging behaviors (response cost)

Effective token economy systems:

• Clearly define target behaviors (both to increase and decrease)
• Use tokens that are age and preference appropriate
• Establish clear exchange rates for backup reinforcers
• Provide immediate feedback with token delivery
• Include a variety of backup reinforcers to maintain motivation

Example: A student earns tokens for using appropriate language and loses tokens for using inappropriate language. Tokens can be exchanged for extra computer time, small toys, or privileges.

Section 5: Extinction Procedures

5.1 Definition and Application of Extinction

Extinction involves discontinuing the reinforcement that has been maintaining a challenging behavior. The basic principle is that behavior that is no longer reinforced will eventually decrease in frequency.

The specific extinction procedure depends on the function of the behavior:

Attention extinction: Withholding attention following attention-maintained behavior

Escape extinction: Preventing escape from demands or activities

Tangible extinction: Not providing access to desired items or activities

Sensory extinction: Blocking or preventing the sensory consequences of behavior (more complex and often requires special expertise)

As an RBT, you will implement extinction procedures as part of a comprehensive behavior plan developed by a BCBA.

5.2 Extinction Bursts and Behavioral Persistence

When implementing extinction, it’s common to observe an “extinction burst” – a temporary increase in the frequency, intensity, or duration of the challenging behavior. This occurs as the individual tests whether the behavior will eventually produce the reinforcement as it did in the past.

Other related phenomena include:

Extinction-induced aggression: New aggressive behaviors that emerge during extinction

Spontaneous recovery: The reappearance of the extinguished behavior after a period of time

Resurgence: The reappearance of previously extinguished behaviors when current behaviors are no longer reinforced

It’s crucial to be prepared for these phenomena and to maintain consistency with the extinction procedure despite temporary worsening of behavior.

5.3 Challenges and Ethical Considerations

Extinction procedures present several challenges:

• They often result in temporary worsening of behavior
• They require consistency across settings and caregivers
• They may be difficult to implement in certain settings
• They can be emotionally challenging for staff and caregivers

Ethical considerations include:

• Extinction should never be used in isolation but as part of a comprehensive plan that includes teaching alternative behaviors
• The risks of extinction bursts must be carefully weighed against benefits
• Appropriate supports must be in place to ensure safety during extinction bursts
• Informed consent must be obtained from guardians before implementing extinction

5.4 Implementation Guidelines

When implementing extinction:

1. Ensure all team members understand the procedure and can implement it consistently
2. Prepare for extinction bursts and have safety protocols in place
3. Combine extinction with positive reinforcement for appropriate behaviors
4. Collect data to monitor effectiveness
5. Maintain the procedure until the behavior has decreased to acceptable levels
6. Be prepared to address spontaneous recovery if it occurs

Example: For a child who throws toys to get attention, all staff would be instructed to not provide attention (no eye contact, verbal response, or physical proximity) when toy-throwing occurs, while providing regular attention for appropriate play.

Section 6: Crisis Management and Safety

6.1 Crisis Prevention Techniques

Crisis prevention focuses on identifying early signs of escalation and intervening before challenging behavior reaches crisis levels. Key strategies include:

Recognizing precursor behaviors: Identifying subtle behaviors that often precede more serious challenging behaviors

Escalation cycles: Understanding the typical pattern of escalation for individual clients

Environmental management: Removing potential triggers or hazards

Self-regulation techniques: Teaching clients strategies to manage their own emotions and behaviors

Proactive programming: Building in regular sensory breaks, movement opportunities, or reinforcement

Example of an escalation cycle:

1. Anxiety/Trigger phase: Client becomes fidgety, face flushes
2. Escalation phase: Voice becomes louder, body becomes tense
3. Crisis phase: Aggression, property destruction
4. Recovery phase: Decreased energy, possibly emotional
5. Post-crisis depression: Guilt, shame, exhaustion

6.2 De-escalation Strategies

When a client begins to escalate, de-escalation strategies can prevent progression to crisis. Effective techniques include:

Proximity control: Adjusting your physical distance and stance to be non-threatening

Prompting coping strategies: Reminding the client of previously taught coping techniques

Offering choices: Providing options to restore a sense of control

Environmental modification: Reducing stimulation or removing triggers

Verbal de-escalation: Using a calm, reassuring tone; simple, direct language; and validation

Distraction/redirection: Shifting focus to preferred topics or activities

Example script for verbal de-escalation: “I can see you’re feeling frustrated right now. Let’s take a deep breath together. Would you like to take a break in the quiet corner or use your stress ball?”

6.3 Safety Protocols for Self and Client

Despite prevention efforts, crisis situations may sometimes occur. Safety protocols should include:

• Clear procedures for different types of challenging behaviors
• Team coordination strategies during crisis situations
• Room clearing protocols when appropriate
• Emergency contact procedures
• Documentation requirements following incidents
• Physical positioning to minimize risk

As an RBT, you should:

• Know the specific crisis protocols for each client
• Maintain awareness of potential safety hazards in the environment
• Position yourself to minimize risk while maintaining support
• Use the least restrictive interventions necessary
• Focus on de-escalation rather than confrontation

6.4 Documentation of Crisis Situations

Thorough documentation of crisis situations is essential for:

• Analyzing patterns and triggers to prevent future occurrences
• Communication with the supervision team
• Legal and ethical protection
• Making data-based decisions about intervention

Documentation should include:

• Antecedents (what happened before the crisis)
• Specific behaviors observed
• Interventions implemented and their effectiveness
• Duration of the crisis
• Any injuries or property damage
• Follow-up actions taken

Section 7: Data Collection for Behavior Reduction

7.1 Measurement Systems

Selecting appropriate measurement systems is crucial for monitoring the effectiveness of behavior reduction strategies. Common measurement systems include:

Frequency/Rate: Counting how many times a behavior occurs, often within a specific time frame

Duration: Recording how long a behavior lasts

Latency: Measuring the time between a stimulus/instruction and the onset of behavior

Intensity: Rating the severity of behavior on a predetermined scale

Interval recording: Noting whether behavior occurs during specific time intervals

ABC data: Continuing to document antecedents and consequences

The choice of measurement system depends on the nature of the behavior and the goals of the intervention.

7.2 Proper Data Recording Techniques

Accurate data collection requires:

Operational definitions: Clear, observable descriptions of the target behavior

Consistent measurement tools: Standardized data sheets, counters, timers, etc.

Regular collection times: Established routines for data collection

Inter-observer agreement checks: Periodic comparison of data collected by different staff

Minimal disruption: Collecting data without interrupting intervention

Immediate recording: Documenting data as soon as possible after observation

Example of an operational definition: “Tantrum behavior includes any instance of the client dropping to the floor, screaming above conversation level, crying with tears, and/or flailing limbs for at least 3 consecutive seconds.”

7.3 Analyzing Behavior Reduction Data

Data analysis involves:

• Visual analysis: Examining graphed data for level, trend, and variability
• Comparison to baseline: Evaluating changes relative to pre-intervention levels
• Goal assessment: Determining if progress is sufficient to meet established goals
• Pattern identification: Looking for patterns related to time, setting, people, or activities

As an RBT, you’ll typically collect data and may assist with basic analysis, while BCBAs will conduct more comprehensive analysis.

7.4 Data-Based Decision Making

Data should guide all aspects of behavior reduction, including:

• Initial strategy selection: Choosing interventions based on baseline data and function
• Modification decisions: Adjusting procedures based on response data
• Reinforcement schedules: Thinning or enriching schedules based on performance
• Criterion changes: Adjusting mastery criteria or acceptable behavior levels
• Generalization planning: Determining when to begin testing in new environments

Example of data-based decision making: If data shows a client’s aggression has decreased by 80% when using DRA in structured settings but remains high during transitions, the team might implement additional supports specifically for transitions.

Section 8: Ethical Considerations in Behavior Reduction

8.1 Consent and Assent

Before implementing behavior reduction strategies:

• Informed consent must be obtained from the client or legal guardian
• Assent should be sought from the client when possible, even if they cannot provide legal consent
• Clear communication about procedures, risks, and benefits is essential
• Ongoing consent should be maintained by updating stakeholders on progress

Consent discussions should include:

• Description of the challenging behavior and its impact
• Explanation of proposed interventions
• Potential risks and benefits
• Alternative approaches
• Data collection methods
• Criteria for success and modification

8.2 Balancing Effectiveness with Least Restrictiveness

Ethical behavior reduction requires:

• Starting with the least restrictive procedures that might be effective
• Progressing to more restrictive procedures only when necessary
• Regularly reviewing the need for continued intervention
• Fading interventions to less restrictive approaches as soon as possible
• Ensuring interventions promote dignity and quality of life

The hierarchy of restrictiveness (from least to most restrictive) typically includes:

1. Antecedent modifications
2. Reinforcement-based procedures
3. Extinction
4. Punishment procedures (rarely used and require special oversight)

8.3 Cultural Considerations

Cultural sensitivity in behavior reduction includes:

• Recognizing that behaviors may have different meanings across cultures
• Understanding family values regarding discipline and behavior
• Respecting cultural practices while maintaining ethical standards
• Adapting interventions to be culturally appropriate
• Using culturally sensitive language and examples
• Involving cultural consultants when appropriate

Example: In some cultures, direct eye contact with authority figures is considered disrespectful. A behavior plan targeting “appropriate eye contact” would need to be sensitive to this cultural context.

8.4 BACB Ethical Guidelines Specific to Behavior Reduction

The BACB Ethics Code provides specific guidance for behavior reduction, including:

• Using reinforcement-based procedures whenever possible
• Implementing function-based interventions
• Obtaining informed consent
• Collecting and analyzing data
• Using the least restrictive procedures necessary
• Prioritizing client dignity and well-being
• Avoiding conflicts of interest
• Maintaining confidentiality

As an RBT, you are bound by these ethical guidelines and should consult your supervising BCBA if you have any ethical concerns about a behavior reduction plan.

Section 9: Collaboration and Communication

9.1 Working with Supervisors on Behavior Reduction Plans

Effective collaboration with your supervising BCBA includes:

• Seeking clarification on any aspects of the plan you don’t understand
• Providing accurate and complete data
• Communicating challenges or concerns promptly
• Following the plan exactly as written
• Requesting additional training when needed
• Participating in plan reviews and updates

Example of appropriate communication with a supervisor: “I’ve noticed that John’s tantrums seem to occur more frequently during transitions to non-preferred activities. I’ve been following the plan exactly, but I wonder if we should collect more specific data about which transitions are most difficult.”

9.2 Communicating Effectively with Caregivers

Caregiver communication regarding behavior reduction should:

• Use clear, jargon-free language
• Focus on observable behavior rather than personality or character
• Emphasize progress and positive developments
• Provide specific, actionable strategies
• Be sensitive to family stress and concerns
• Include both written and verbal components when appropriate

Example of effective caregiver communication: “Today, Sarah used her picture exchange system to request breaks instead of screaming three times! This is great progress from last week. When you’re at home, you can support this by having her communication book available and praising her when she uses it to ask for breaks.”

9.3 Consistency Across Environments

Behavior reduction strategies are most effective when consistently implemented across all environments. Strategies to promote consistency include:

• Clear written protocols that all team members follow
• Cross-training of staff, family members, and other stakeholders
• Regular team meetings to discuss implementation and challenges
• Visual supports that can travel between environments
• Simplified versions of strategies for different settings when necessary
• Data sharing across environments

Example: A behavior reduction plan for classroom disruption might include a simple version for the afterschool program, with consistent visual supports and reinforcement systems used in both settings.

Section 10: Case Studies and Examples

Case Study 1: Attention-Maintained Aggression

Client: 8-year-old with autism spectrum disorder Behavior: Hitting peers during group activities Function: Attention (from both teachers and peers)

Intervention Package:

1. Antecedent strategies:
   • Assigned special helper role during group activities
   • Provided visual schedule of activities
   • Seated next to supportive peers
2. Reinforcement procedures:
   • DRA: Reinforced raising hand for teacher attention
   • Provided non-contingent attention every 5 minutes
   • Token system for appropriate peer interactions
3. Extinction component:
   • Brief, neutral redirection following aggressive behavior
   • No extensive discussion or emotional reaction to aggression

Data collection:

• Frequency count of hitting behavior
• Rate of appropriate requests for attention
• Duration of appropriate group participation

Results:

• 85% reduction in hitting behavior after 3 weeks
• Increase in appropriate attention-seeking behavior
• Improved social acceptance by peers

Case Study 2: Escape-Maintained Self-Injury

Client: 12-year-old with intellectual disability Behavior: Head-hitting during academic tasks Function: Escape from difficult tasks

Intervention Package:

1. Antecedent strategies:
   • Modified academic tasks to appropriate level
   • Implemented visual timer for work periods
   • Used high-probability request sequences before difficult tasks
2. Reinforcement procedures:
   • DRA: Reinforced appropriate break requests
   • Token economy for task completion
   • Differential reinforcement for increasing work duration
3. Extinction component:
   • Continued presenting tasks despite self-injury (with safety measures)
   • Provided increased support rather than task removal

Data collection:

• Frequency and intensity of head-hitting
• Duration of task engagement
• Frequency of appropriate break requests

Results:

• 92% reduction in self-injury within 4 weeks
• Increased work completion
• Client began independently using break card

Case Study 3: Tangible-Maintained Tantrums

Client: 5-year-old with language delay Behavior: Tantrums when denied preferred items Function: Access to tangibles

Intervention Package:

1. Antecedent strategies:
   • Visual schedule showing times for preferred items
   • Warnings before transition from preferred items
   • Choice board for selecting alternative activities
2. Reinforcement procedures:
   • DRA: Reinforced appropriate requesting
   • Token economy for waiting appropriately
   • Differential reinforcement for accepting “no”
3. Extinction component:
   • No access to requested items during tantrums
   • Neutral response to tantrum behavior

Data collection:

• Duration of tantrums
• Frequency of appropriate requests
• Latency between denial and acceptance

Results:

• 78% reduction in tantrum duration
• Increased use of appropriate requesting
• Decreased latency to acceptance of “no”

Section 11: Review Questions

Test your understanding with these practice questions:

1. Which of the following is NOT one of the four functions of behavior? a. Sensory b. Escape c. Attention d. Punishment
2. When implementing DRA, you should: a. Reinforce any behavior other than the target behavior b. Reinforce an alternative behavior that serves the same function c. Punish the target behavior while reinforcing alternatives d. Reinforce lower rates of the target behavior
3. Which data collection method would be most appropriate for measuring how long a tantrum lasts? a. Frequency b. Duration c. Latency d. Interval recording
4. A temporary increase in challenging behavior when extinction is first implemented is called: a. Spontaneous recovery b. Extinction burst c. Behavioral momentum d. Resurgence
5. The principle of least restrictive intervention means: a. Never using punishment procedures b. Using the minimum limitation on rights while still being effective c. Always starting with extinction procedures d. Implementing all procedures in the client’s home
6. When conducting ABC data collection, you should: a. Record your interpretation of why the behavior occurred b. Focus only on recording the antecedents c. Record objectively without interpretation d. Only record data for severe behaviors
7. Non-contingent reinforcement (NCR) involves: a. Providing reinforcement on a fixed time schedule regardless of behavior b. Reinforcing the absence of challenging behavior c. Withholding reinforcement until appropriate behavior occurs d. Reinforcing increasingly lower rates of behavior
8. Which of the following would be most appropriate for an attention-maintained behavior? a. Sensory extinction b. Planned ignoring (attention extinction) c. Escape extinction d. Tangible extinction
9. The goal of a Functional Behavior Assessment (FBA) is to: a. Identify the most restrictive intervention necessary b. Diagnose underlying conditions c. Determine the function of the challenging behavior d. Count the frequency of the behavior
10. When implementing a token economy for behavior reduction, which is NOT a key component? a. Clear exchange rates for backup reinforcers b. Age-appropriate tokens c. Physical restraint procedures d. Immediate feedback with token delivery

Answers: 1d, 2b, 3b, 4b, 5b, 6c, 7a, 8b, 9c, 10c

Final Thoughts

Behavior reduction is a complex but essential component of an RBT’s responsibilities. By understanding the principles and procedures outlined in this guide, you will be equipped to implement behavior reduction strategies effectively, ethically, and with confidence.

Remember these key takeaways:

Always focus on function: The most effective interventions are those that address why a behavior is occurring, not just what it looks like.

Least restrictive approach: Begin with the least restrictive interventions that might be effective and only progress to more restrictive procedures when necessary.

Combine strategies: The most successful behavior reduction plans typically include multiple components – antecedent modifications, reinforcement procedures, and sometimes extinction.

Data-driven decisions: Collect consistent, accurate data to guide intervention selection, modification, and evaluation.

Ethical considerations: Always prioritize client dignity, rights, and long-term quality of life in all behavior reduction efforts.

Teach alternatives: Focus not just on reducing challenging behaviors but on teaching and reinforcing appropriate alternative behaviors.

Consistency is key: Ensure consistent implementation across settings, people, and time.

Collaboration: Work closely with your supervising BCBA, other team members, and caregivers to ensure comprehensive support.

Your role as an RBT in implementing behavior reduction procedures is crucial to the success of behavior analytic services. By applying the knowledge and skills covered in this guide, you can make a positive difference in the lives of the individuals you serve by helping them develop more adaptive behaviors and improve their quality of life.

As you prepare for your RBT certification exam, focus on understanding not just the procedures themselves but the principles behind them and the ethical considerations that guide their use. Success as an RBT comes not just from knowing what to do, but understanding why you’re doing it and how to do it with respect and care.

Appendix: Glossary of Key Terms

Antecedent: Environmental events, situations, or conditions that occur before a behavior.

Behavior: Any observable and measurable action or activity of an organism.

Consequence: Environmental events that follow a behavior and may influence its future occurrence.

Differential reinforcement: Reinforcing one response class while withholding reinforcement for another response class.

Extinction: Discontinuing the reinforcement that has been maintaining a behavior.

Function of behavior: The purpose or “why” of a behavior; what the behavior achieves for the individual.

Functional Behavior Assessment (FBA): A systematic process for determining the function or purpose of behavior.

Non-contingent reinforcement (NCR): Providing reinforcement on a time-based schedule regardless of behavior.

Operational definition: A clear, objective description of a behavior that specifies what the behavior is and is not.

Reinforcement: The process by which a stimulus change following a behavior increases the future frequency of that behavior.

Response cost: The removal of a specific amount of reinforcement contingent upon a behavior.

Stimulus control: The phenomenon in which the presence or absence of a stimulus controls the occurrence of a behavior.

Token economy: A system in which tokens are earned for target behaviors and can be exchanged for backup reinforcers.

References and Additional Resources

1. Behavior Analyst Certification Board. (2023). RBT Task List (3rd ed.). https://www.bacb.com/rbt/
2. Cooper, J. O., Heron, T. E., & Heward, W. L. (2020). Applied behavior analysis (3rd ed.). Pearson.
3. DiGennaro Reed, F. D., & Lovett, B. J. (2008). Views on the efficacy and ethics of punishment: Results from a national survey. International Journal of Behavioral Consultation and Therapy, 4(1), 61-67.
4. Iwata, B. A., & Dozier, C. L. (2008). Clinical application of functional analysis methodology. Behavior Analysis in Practice, 1(1), 3-9.
5. Vollmer, T. R., Hagopian, L. P., Bailey, J. S., Dorsey, M. F., Hanley, G. P., Lennox, D., … & Spreat, S. (2011). The Association for Behavior Analysis International position statement on restraint and seclusion. The Behavior Analyst, 34(1), 103-110.
6. Behavior Analyst Certification Board. (2022). Ethics code for behavior analysts. https://www.bacb.com/ethics-code-for-behavior-analysts/
7. Hanley, G. P. (2012). Functional assessment of problem behavior: Dispelling myths, overcoming implementation obstacles, and developing new lore. Behavior Analysis in Practice, 5(1), 54-72.
8. Leaf, J. B., Leaf, R., McEachin, J., Taubman, M., Ala’i-Rosales, S., Ross, R. K., … & Weiss, M. J. (2016). Applied behavior analysis is a science and, therefore, progressive. Journal of Autism and Developmental Disorders, 46(2), 720-731.
9. Slocum, T. A., Detrich, R., Wilczynski, S. M., Spencer, T. D., Lewis, T., & Wolfe, K. (2014). The evidence-based practice of applied behavior analysis. The Behavior Analyst, 37(1), 41-56.
10. Roane, H. S., Fisher, W. W., & Carr, J. E. (2016). Applied behavior analysis as treatment for autism spectrum disorder. The Journal of Pediatrics, 175, 27-32.

Remember that passing the RBT exam is just the beginning of your journey in behavior analysis. Commit to ongoing learning, seek regular supervision, and always prioritize ethical practice and client well-being. Best of luck on your examination and in your career as an RBT!