Behavior Reduction in RBT Exam
Problem behaviors interfere with learning, safety, or social interaction. These actions often serve a purpose, like escaping tasks or gaining attention. Understanding behavior functions helps guide effective intervention.
Common Examples of Problem Behaviors
Some behaviors appear more often and are addressed frequently in ABA sessions:
- Elopement: Running away from staff or safe areas without permission.
- Tantrums: Crying, yelling, or throwing items in response to demands or denied access.
Functions of Behavior (The “Why” Behind Actions)
Understanding the function of behavior is key to reducing it. ABA recognizes four main reasons why problem behaviors happen.
Escape
Escape behaviors help the person avoid something they don’t want to do. A student might throw items or scream when faced with hard schoolwork or tasks they dislike.
Attention
The behavior happens to gain attention from others. A child might scream because they know it gets a reaction from adults.
Access to Tangibles
This behavior happens when someone wants an object or item and does not get it. A client may cry, hit, or yell if a toy, snack, or device is removed.
Sensory or Automatic Reinforcement
Some behaviors happen because they feel good or meet a personal sensory need. A person might flap their hands, rock back and forth, or repeat sounds for comfort.
How Identifying the Function Helps
When we understand why a behavior occurs, we can:
- Choose the most effective intervention.
- Teach a replacement behavior that serves the same function.
- Avoid reinforcing the problem behavior by mistake.
Functional Behavior Assessment
An FBA is a simple and common process used to find out the reason behind a behavior. It’s the foundation of effective behavior reduction in ABA.
What It Is and Who Conducts It
A Functional Behavior Assessment identifies:
- The triggers (antecedents) leading to behavior.
- The behavior itself.
- The consequences that follow and may reinforce it.
This process is led by a Board Certified Behavior Analyst (BCBA), though others may assist.
Direct vs. Indirect Assessments
Indirect assessments gather information through interviews or checklists from caregivers or teachers. These tools provide insights without watching the behavior directly. Direct assessments involve observing and recording behavior as it happens.
RBT’s Role: Data Collection and Observation
RBTs help by:
- Recording accurate ABC data.
- Observing behavior patterns during sessions.
- Following the BCBA’s directions during structured observations.
Behavior Intervention Plans
A Behavior Intervention Plan is created. This plan outlines how to reduce the problem behavior safely and effectively.
What Is a BIP?
A BIP is a written guide that includes:
- The target behavior(s) to reduce.
- The function of each behavior.
- Strategies for prevention and response.
- Teaching methods for replacement skills.
- Reinforcement plans.
Components of a Strong BIP
A well-written BIP includes:
- Clear definitions of behaviors.
- Prevention strategies (changing the environment or task demands).
- Reactive strategies (what to do during the behavior).
- Teaching plans for replacement behaviors.
- Reinforcement and data collection systems.
Importance of Consistency in Following the Plan
Consistency is critical. If the BIP is not followed correctly by everyone involved, the behavior may not improve or it may worsen. RBTs must always follow the plan as written and alert the BCBA to any concerns.
Common Behavior Reduction Strategies
ABA includes a variety of strategies to reduce unwanted behaviors. These are chosen based on the function of the behavior and the client’s needs.
Extinction
Extinction removes the reinforcement that keeps a behavior going, causing it to decrease over time. It must be applied carefully, as behaviors may briefly intensify before fading (extinction burst).
Differential Reinforcement
- DRA (Alternative): Reinforce an alternative behavior that serves the same function.
- DRI (Incompatible): Reinforce a behavior that can’t happen at the same time as the problem one.
- DRO (Other): Reinforce the absence of the behavior for a specific period.
Redirection
Redirect the client to another appropriate activity before the behavior escalates. This helps shift attention or energy toward a productive task.
Response Blocking
Preventing the behavior from occurring physically. Used mainly for dangerous or automatic behaviors, such as stopping hand-biting.
Planned Ignoring
Withholding attention when the behavior seeks attention. Used carefully and paired with reinforcement for positive behavior.
Crisis or Emergency Strategies
When a behavior is dangerous, emergency strategies may be required. These are only used with BCBA approval and clear documentation. Safety comes first.
Teaching Replacement Behaviors
Stopping a behavior is not enough. You must teach the person what to do instead.
Why You Must Teach a Skill in Place of the Problem Behavior
Problem behaviors serve a function. If we remove the behavior but don’t teach an alternative, the client may develop a new challenging behavior.
Examples
- Teach “Can I take a break?” instead of running away.
- Teach “I need help” instead of screaming.
- Teach requesting a toy instead of grabbing it.
Role of Reinforcement in Behavior Reduction
It is essential for reducing problem behaviors.
Using Reinforcement to Strengthen Desired Behaviors
Rewarding the appropriate replacement behavior encourages the learner to use it again. It also makes the problem behavior less necessary over time.
What Happens When Reinforcement Accidentally Strengthens Problem Behaviors
This happens when the behavior still results in a payoff. For example:
- Giving a toy to stop crying teaches the child to cry next time, too.
- Allowing escape after aggression teaches that aggression works.
This is why following the plan consistently is so important.
RBT’s Role in Behavior Reduction
RBTs are on the front line when it comes to applying reduction strategies.
Implementing Strategies as Directed
Follow the BIP exactly. Don’t change steps or skip parts without BCBA approval.
Tracking Behavior Data Daily
Record each instance of the target behavior, what happened before and after, and any patterns noticed.
Communicating Clearly With Your BCBA
Share data, ask questions, and report changes in behavior. The more information your BCBA has, the better they can adjust the plan.
Staying Calm and Consistent During Challenging Moments
Remain neutral. Don’t react emotionally to problem behavior. Consistency builds trust and helps the client feel safe.
Documentation and Reporting
Clear documentation helps guide treatment and shows whether the plan is working.
Objective Descriptions (Avoid Assumptions)
Describe only what you see and hear. Avoid guessing what the client was feeling or thinking.
Example:
- “The client threw the pencil across the table.”
- “Client was mad and wanted attention.”
Recording Antecedents, Behavior, and Consequences (ABC Data)
This format helps understand the behavior’s function. Be detailed but concise.
- Antecedent: What happened before the behavior?
- Behavior: What did the client do?
- Consequence: What happened right after?
Timely and Accurate Reports
Record information as soon as possible after the session. Delays can lead to forgotten details or mistakes.
Ethical Considerations in Behavior Reduction
ABA professionals have a responsibility to ensure everything is in the best interest of the client.
Always Prioritize Client Dignity and Safety
No behavior plan should shame or harm the client. Respect their rights and treat them with care.
Follow Your Scope of Practice
RBTs must only perform tasks within their training and under BCBA supervision. When unsure, always ask.
Avoid Aversive Interventions Unless Part of an Approved BIP
Any strategy that might be uncomfortable or restrictive must be planned, approved, and reviewed regularly.
Always Work Under BCBA Supervision
RBTs are not independent practitioners. They must always follow directions from their supervising BCBA and attend supervision meetings regularly.
Conclusion
Understanding why behavior happens helps RBTs respond effectively. By using consistent strategies, tracking data, and teaching alternatives, they reduce problem behaviors and build lasting skills that promote client confidence, independence, and meaningful progress.