RBT Study Guide for Unit D – Behavior Reduction deals with helping reduce behaviors that get in the way of learning, independence, or safety.
When you work as an RBT, you’ll spend a lot of time helping reduce behaviors that get in the way of learning, independence, or safety. This isn’t about “stopping” kids from being kids, it’s about teaching safer, more effective ways for them to get their needs met. Unit D of the RBT Task List covers Behavior Reduction, and it’s one of the most critical sections on the exam.
Let’s break down each task so you know exactly what to expect—and more importantly, how to apply it in the real world.
RBT Task D-1: Identify Essential Components of a Written Behavior Reduction Plan
Think of a Behavior Reduction Plan (BRP) as your step-by-step instruction manual. Without it, everyone would handle behavior differently, and the client would get mixed signals. A well-written plan keeps everyone on the same page.
The essential parts you must know:
- Target behavior (clear definition): The plan starts by describing exactly what the problem behavior looks like. This prevents confusion. For example, instead of saying “tantrum,” the plan might define it as “dropping to the floor, crying loudly, hitting the ground with hands.”
- Function of the behavior: Why is the behavior happening? Every plan should list whether it’s escape, attention, access to tangibles, or automatic.
- Prevention strategies: Steps you can take to lower the chance of the behavior happening. This might include offering choices, using visual schedules, or breaking down work into smaller steps.
- Replacement skills: Behaviors the client can use instead. If a child screams to get a toy, the replacement might be asking, “Can I have the toy please?”
- Consequence strategies: What you do after the behavior. That could mean ignoring the problem behavior while reinforcing the replacement one.
- Crisis plan: Safety instructions for dangerous situations.
Example: If a child often throws objects when denied access to an iPad, the BRP might include teaching the child to request a break, using timers to signal transitions, and reinforcing calm requests instead of throwing.
RBT Task D-2: Describe Common Functions of Behavior
Every behavior serves a function—even if it doesn’t seem like it. The key is learning to see behavior as communication.
The four most common functions are:
- Escape: Getting out of something unpleasant. Example: A student tears up a worksheet to avoid doing math problems.
- Attention: Gaining social reactions. Example: A child makes silly noises because peers laugh every time.
- Access to tangibles: Getting objects or activities. Example: A toddler cries until someone hands them candy.
- Automatic (sensory): The behavior feels good in itself. Example: Hand-flapping, rocking, or humming when overstimulated.
Remember this trick: if you don’t know the why, you’ll pick the wrong intervention. For example, if a child throws toys to escape work, giving them attention won’t fix the root problem—it might even make things worse.
RBT Task D-3: Implement Interventions Based on Antecedent Modifications
This is where you play offense instead of defense. Instead of waiting for problem behaviors to happen, you set things up so they’re less likely in the first place.
Antecedent strategies include:
- Motivating Operations (MOs): Changing the value of a reinforcer. Example: If a child usually tantrums when hungry, give them a snack before teaching so food isn’t a trigger.
- Discriminative Stimuli (SDs): Cues that tell the client reinforcement is available for a behavior. Example: Showing a visual card when it’s time to clean up so expectations are clear.
- Task modifications: Making work easier or breaking it down into smaller steps to prevent frustration.
- Environmental changes: Rearranging the classroom so distractions are reduced, or removing items that might trigger problem behaviors.
Real-world example: If a client screams when the Wi-Fi turns off, you might use a visual timer to show when internet time ends. This prepares them, reduces frustration, and prevents the problem behavior before it starts.
RBT Task D-4: Implement Differential Reinforcement Procedures
Differential reinforcement is all about teaching what TO do, not just what not to do. You reinforce the right behavior while withholding reinforcement for the wrong one.
Types you need to know:
- DRA (Alternative Behavior): Reinforce a positive alternative that meets the same need. Example: Reinforce asking for help instead of screaming.
- DRO (Other Behavior): Reinforce any time the problem behavior doesn’t happen during a set interval. Example: Reward a child every 5 minutes they go without hitting.
- DRI (Incompatible Behavior): Reinforce a behavior that can’t physically occur at the same time as the problem one. Example: Reinforce sitting in a chair instead of wandering the room.
- DRL (Low Rates): Reinforce when a behavior happens less frequently. Example: A student constantly raises their hand. Instead of eliminating it, you reinforce when they do it fewer times.
Example: If a child yells out answers in class for attention, you might use DRA by reinforcing raising their hand instead. This way, they still get attention but through an appropriate behavior.
RBT Task D-5: Implement Extinction Procedures
Extinction means the behavior no longer gets the payoff it used to. If it doesn’t work, the behavior fades over time.
Examples:
- A child throws tantrums for candy → No candy is given after tantrums.
- A student taps loudly for attention → Teachers ignore the tapping but give praise when the student asks politely.
Watch out for the extinction burst. That’s when the behavior gets worse before it gets better. Imagine pressing the elevator button—if it doesn’t light up, you press it harder and more often before eventually giving up. Kids do the same thing.
Your job is to stay consistent. If you give in during the burst, you’ve just taught the child that persistence works.
RBT Task D-6: Implement Crisis/Emergency Procedures According to Protocol
Sometimes things escalate, and safety becomes priority #1. Crisis procedures are written into the plan so you know exactly what to do—no guessing, no freelancing.
Typical crisis steps might include:
- Moving dangerous objects out of reach.
- Blocking aggression in safe, trained ways.
- Clearing other children from the area.
- Following any restraint protocols (only if you’re trained and authorized).
- Contacting your supervisor or emergency support immediately.
- The golden rule: always follow the plan. Never improvise, even if the behavior surprises you. Protocols exist to keep everyone safe, including you.
RBT Behavior Reduction Quiz
Test yourself. After each question, I’ll give you the correct answer and explanation.
1. Which of the following is NOT a function of behavior?
a) Escape
b) Access to tangibles
c) Automatic
d) Discipline
Answer: d) Discipline
Explanation: Discipline is not a function of behavior—it’s an adult response. The four functions are escape, attention, tangibles, and automatic.
2. A child screams every time he wants a toy. You teach him to say “toy please” and reinforce that request. Which strategy is this?
a) DRO
b) DRA
c) Extinction
d) DRL
Answer: b) DRA
Explanation: You’re reinforcing an alternative behavior (asking politely) that meets the same function as the problem behavior.
3. During extinction, what often happens before behavior decreases?
a) It disappears immediately
b) It becomes less intense
c) It gets worse temporarily
d) It switches functions
Answer: c) It gets worse temporarily
Explanation: This is called an extinction burst. The client will push harder to see if the old behavior still works before giving up.
4. What’s the first thing you should check in a behavior reduction plan?
a) Crisis plan
b) Reinforcement history
c) Target behavior definition
d) Data collection method
Answer: c) Target behavior definition
Explanation: Without a clear, objective definition, no one knows exactly what behavior to track or treat. Everything in the plan builds on this.