RBT® Exam Prep

Becoming a RBT: Behavior Reduction (Unit D)

Before we zoom into the specifics of RBT Task List on behaviour reduction, let’s briefly orient ourselves within the broader topic: Behavior Reduction. In ABA, our primary goal is often to increase skills – communication, social interaction, daily living activities, and so much more. However, sometimes, individuals engage in behaviors that might be harmful to themselves or others, interfere with learning, or limit their participation in life activities. These are often referred to as “challenging behaviors” or “behaviors targeted for reduction.”

It’s absolutely crucial to approach behavior reduction ethically and with compassion. Our aim isn’t simply to stop a behavior; it’s to understand why it’s happening and to teach alternative, more adaptive ways for the individual to get their needs met. This often involves increasing appropriate behaviors (like functional communication) while strategically decreasing the challenging ones. This is where well-crafted behavior reduction plans and a solid understanding of behavioral function become indispensable.

Now, let’s break down the specific components you need to know.

D-1: Identify Essential Components of a Written Behavior Reduction Plan

Okay, let’s talk about the roadmap: the Written Behavior Reduction Plan. Imagine you’re trying to assemble a complex piece of furniture. Wouldn’t you want clear, step-by-step instructions? A behavior reduction plan serves a similar purpose. It’s a formal, written document, typically developed by your supervising Board Certified Behavior Analyst (BCBA) or BCaBA, that outlines the specific strategies and procedures to be used to decrease a particular challenging behavior.

As an RBT, you won’t be designing these plans – that requires advanced assessment and analysis skills. However, you are the primary person implementing them. Therefore, you absolutely must understand the different parts of the plan, why they’re there, and what they mean for your work. Think of yourself as the skilled technician carefully following the blueprint designed by the architect (the BCBA).

Here are the essential components you’ll typically find in a comprehensive behavior reduction plan:

  1. Operational Definition of the Target Behavior:
    • What it is: This is a very precise, objective, and measurable description of the behavior targeted for reduction. It describes exactly what the behavior looks like and sounds like, avoiding subjective terms or interpretations. It needs to be so clear that any two independent observers could watch the same instance and agree whether or not the behavior occurred (this is called achieving high Interobserver Agreement or IOA).
    • Why it’s important: Clarity is key! If the definition is vague (e.g., “disruptive behavior”), different people might track different things, leading to inconsistent data and ineffective intervention.
    • Example: Instead of “agitation,” an operational definition might be: “Pacing back and forth across the room (minimum 3 steps each direction) combined with audible sighing or muttering for longer than 10 seconds.” Instead of “aggression,” it might be: “Any instance of forceful contact between the client’s hand (open or closed) and another person’s body.”
    • Professor’s Tip for RBTs: Read this definition carefully before you start implementing the plan. If you’re ever unsure whether a specific action meets the definition, ask your supervisor immediately! Accurate data collection starts with a crystal-clear understanding of what you’re measuring.
  2. Hypothesized Function of the Behavior (Based on Assessment):
    • What it is: This section states the reason or purpose the behavior is believed to be occurring. This hypothesis is derived from a Functional Behavior Assessment (FBA) conducted by the BCBA. We’ll dive much deeper into functions in section D-2. Common functions include seeking attention, escaping demands, accessing desired items, or automatic reinforcement (sensory stimulation).
    • Why it’s important: The intervention strategies chosen must match the function. Trying to address an escape-maintained behavior as if it were attention-seeking simply won’t work and can even make things worse.
    • Example: “The hypothesized function of Sarah’s screaming is to escape non-preferred academic tasks.” Or, “The hypothesized function of David’s hitting is to gain access to the tablet.”
    • Professor’s Tip for RBTs: While you don’t conduct the FBA, understanding the hypothesized function helps you anticipate situations where the behavior might occur and implement the plan’s strategies more effectively. It provides the “why” behind the “what” you’re doing.
  3. Baseline Data Summary:
    • What it is: This section summarizes the data collected before the intervention plan was put into place. It tells us how often, for how long, or how intensely the behavior was occurring initially.
    • Why it’s important: Baseline data provides a starting point to measure progress. How will we know if the plan is working if we don’t know where we started?
    • Example: “Baseline data collected over 5 days indicated that Sarah screamed an average of 8 times per 30-minute math session.”
    • Professor’s Tip for RBTs: You might be involved in collecting baseline data under your supervisor’s direction. Understanding the baseline helps you appreciate the changes (hopefully improvements!) that occur once the intervention is implemented.
  4. Behavior Reduction Goal(s):
    • What it is: A clear, measurable statement outlining the desired outcome for the behavior reduction. It specifies the level to which the behavior should decrease and often includes a timeframe.
    • Why it’s important: Goals provide a target and help determine when the intervention has been successful or if adjustments are needed.
    • Example: “Decrease Sarah’s screaming during math sessions from a baseline average of 8 instances per 30 minutes to an average of 1 instance or less per 30 minutes, maintained for 3 consecutive weeks.”
    • Professor’s Tip for RBTs: Keep the goal in mind as you implement the plan. Your data collection directly informs progress towards this goal.
  5. Antecedent Interventions (Proactive Strategies):
    • What it is: These are strategies implemented before the target behavior is likely to occur, designed to prevent it from happening in the first place. They often involve modifying the environment or the way tasks are presented.
    • Why it’s important: Prevention is often the most effective approach! These strategies address the “triggers” for the behavior.
    • Examples: Modifying tasks (making them shorter or easier), providing choices, using visual schedules, enriching the environment, providing frequent attention non-contingently (not dependent on behavior), using priming (previewing activities), implementing high-probability request sequences (easy tasks followed by the harder one). If Sarah’s screaming is escape-maintained, an antecedent intervention might be breaking down math tasks into smaller steps or offering choices of which problems to do first.
    • Professor’s Tip for RBTs: Pay close attention to these proactive strategies. Implementing them consistently and correctly is a huge part of your role and can significantly reduce the need for reactive measures.
  6. Consequence Interventions (Reactive Strategies):
    • What it is: These are procedures implemented immediately after the target behavior occurs. The goal is to decrease the likelihood of the behavior happening again in the future. This most often involves Differential Reinforcement procedures, and sometimes extinction. Punishment procedures are used less commonly and require significant oversight.
    • Why it’s important: Consequences directly impact whether a behavior is likely to be repeated. ABA focuses heavily on reinforcement-based approaches.
    • Examples:
      • Differential Reinforcement of Alternative Behavior (DRA): Reinforcing a specific, appropriate behavior that serves the same function as the challenging behavior (e.g., reinforcing asking for a break instead of screaming to escape).
      • Differential Reinforcement of Incompatible Behavior (DRI): Reinforcing a behavior that physically cannot occur at the same time as the challenging behavior (e.g., reinforcing quiet hands instead of hand-flapping).
      • Differential Reinforcement of Other Behavior (DRO): Reinforcing the absence of the challenging behavior for a specific period (e.g., providing praise if Sarah goes 5 minutes without screaming during math).
      • Extinction: Withholding the specific reinforcement that was previously maintaining the behavior (e.g., if screaming was attention-maintained, planned ignoring of the screaming itself – while teaching and reinforcing appropriate ways to get attention). Crucially, extinction must match the function!
    • Professor’s Tip for RBTs: Consistency is paramount here. You must implement the specified consequence exactly as written, every time the behavior occurs (unless safety is a concern, see #9). Understanding the type of differential reinforcement being used is key to implementing it correctly. Always pair behavior reduction strategies with teaching replacement behaviors!
  7. Replacement Behavior(s):
    • What it is: This specifies the appropriate, alternative behavior(s) that the individual will be taught and reinforced for using instead of the challenging behavior. Ideally, the replacement behavior serves the same function (or achieves the same outcome) as the challenging behavior but in a more socially acceptable way.
    • Why it’s important: We can’t just eliminate a behavior without providing another way for the individual to get their needs met. This is the cornerstone of ethical and effective practice. This is the “teaching” part of behavior reduction.
    • Example: If Sarah screams to escape tasks, the replacement behavior might be teaching her to verbally ask for a break (“I need a break, please”) or to use a break card. If David hits to get the tablet, the replacement behavior might be teaching him to point to the tablet, use a picture icon, or say “tablet, please.”
    • Professor’s Tip for RBTs: Your role in teaching and reinforcing the replacement behavior is just as important, if not more important, than implementing the consequence procedures for the challenging behavior. Be proactive in creating opportunities to practice and reward the replacement skill!
  8. Data Collection Procedures:
    • What it is: This section details how, when, and by whom data on the target behavior (and often the replacement behavior) will be collected. It specifies the measurement system (e.g., frequency count, duration recording, interval recording).
    • Why it’s important: Data guides all decision-making in ABA. Consistent and accurate data collection allows the BCBA to monitor progress, evaluate the effectiveness of the plan, and make necessary adjustments.
    • Example: “RBT will collect frequency data on screaming during each 30-minute math session using a clicker counter. Data sheets will be submitted daily.” “RBT will record the duration of each tantrum using a stopwatch.”
    • Professor’s Tip for RBTs: This is a core RBT responsibility! Understand the measurement system thoroughly. Collect data immediately and accurately. Remember: If it wasn’t recorded, it didn’t happen (in terms of analysis). Your data is vital!
  9. Crisis/Emergency Procedures (If Applicable):
    • What it is: This outlines specific steps to take if the behavior escalates to a point where it poses an immediate risk of harm to the individual or others. It should be clear, concise, and prioritize safety.
    • Why it’s important: Safety first, always. Having a clear plan for emergencies ensures everyone responds appropriately and safely.
    • Example: May include procedures like clearing the area, using protective equipment, contacting specific personnel or caregivers, or when to call for emergency services.
    • Professor’s Tip for RBTs: Review these procedures carefully and know exactly what your role is before a crisis occurs. If you’re ever uncomfortable or unsure about implementing a crisis procedure, discuss it with your supervisor immediately.
  10. Plan Revision Criteria:
    • What it is: Specifies how often the plan will be reviewed and the criteria under which it might be modified (e.g., if goals are met, if data shows no improvement after a certain period, if new safety concerns arise).
    • Why it’s important: Behavior plans are not static; they need to be dynamic and responsive to the individual’s progress.
    • Example: “Plan will be reviewed by the BCBA every 2 weeks based on graphed data. Modifications will be considered if data shows no downward trend in screaming after 4 weeks of implementation.”
    • Professor’s Tip for RBTs: While you don’t revise the plan, your accurate data collection and any observations you report to your supervisor are critical inputs for these reviews.

Phew! That might seem like a lot, but each component plays a vital role in creating a comprehensive, ethical, and effective behavior reduction strategy. Understanding this structure will empower you to implement plans with fidelity and contribute meaningfully to your client’s progress.

D-2: Describe Common Functions of Behavior

Now, let’s pivot to one of the most foundational concepts in ABA: the Function of Behavior. Remember in D-1, we mentioned the “hypothesized function”? Here’s where we unpack what that really means.

When we talk about the “function” of a behavior in ABA, we’re asking: Why is this behavior happening? What purpose does it serve for the individual? What does the person get or get away from by engaging in this behavior? Understanding the function is absolutely paramount because, as we discussed, effective interventions are function-based. We don’t treat the behavior itself (the topography, or what it looks like); we treat the reason behind it.

Think of it like being a detective. The behavior is the clue, but the function is the motive. We need to figure out the motive to solve the case (i.e., develop an effective intervention).

In ABA, we generally categorize behavior functions into four main types. It’s helpful to think of these in terms of the consequences that maintain the behavior (i.e., make it more likely to happen again in the future).

Here are the four common functions of behavior:

  1. Escape/Avoidance:
    • What it is: The individual engages in the behavior to get away from something unpleasant, non-preferred, or demanding. This could be a task, a situation, a person, or even an internal sensation (like pain, though that can be tricky to assess). They are trying to escape something currently happening or avoid something about to happen.
    • Keywords/Indicators: Behavior often occurs during or just before a demand, instruction, or non-preferred activity. The behavior stops shortly after the demand is removed.
    • Example: A student tears up their worksheet when asked to do math problems (escape from the task). A child screams and runs away when told it’s time to brush their teeth (avoidance of tooth brushing). An individual swipes materials off the table when presented with a difficult task.
    • Professor’s Tip for RBTs: If a behavior is escape-maintained, simply ignoring it might not work if the escape itself is the reinforcer. The plan will likely focus on strategies like making the task easier, teaching the person to ask for a break appropriately (DRA), using visual supports, or using consequence strategies like not allowing escape contingent on the behavior (while ensuring safety and minimizing reinforcement).
  2. Attention:
    • What it is: The individual engages in the behavior to gain attention from others (peers, parents, teachers, staff). This attention can be positive (praise, smiles, conversation) or negative (reprimands, scolding, lectures) – sometimes, any attention is better than none!
    • Keywords/Indicators: Behavior often occurs when the person is being ignored or when attention is focused elsewhere. The behavior may stop temporarily when attention is given. The person might look towards others before or while engaging in the behavior.
    • Example: A child makes silly noises while the teacher is talking to another student. A sibling pinches their brother when their parent is on the phone. A student shouts out answers in class without raising their hand.
    • Professor’s Tip for RBTs: If a behavior is attention-maintained, the plan will likely involve strategies like providing plenty of positive attention non-contingently (when the person is not engaging in the challenging behavior), planned ignoring of the challenging behavior itself (extinction for attention), and teaching/reinforcing appropriate ways to request attention (e.g., tapping someone’s shoulder, saying “excuse me,” raising a hand – DRA). Be mindful that even “negative” attention like saying “Stop doing that!” can be reinforcing.
  3. Access to Tangibles/Activities (Tangible):
    • What it is: The individual engages in the behavior to get a preferred item (e.g., toy, food, electronic device) or to gain access to a desired activity (e.g., going outside, watching a video).
    • Keywords/Indicators: Behavior often occurs when a preferred item or activity is denied or removed, or when someone else has something the individual wants. The behavior may stop once the item or activity is obtained.
    • Example: A child cries and falls to the floor in the store when told they can’t have a candy bar. A teenager slams their door when told they can’t use the family car. A client grabs a toy from a peer.
    • Professor’s Tip for RBTs: For tangible-maintained behavior, interventions often involve teaching the individual to request the item or activity appropriately (e.g., using words, signs, or pictures – DRA), teaching them to wait or accept “no,” and not providing the desired item contingent on the challenging behavior (extinction for tangible access). Sometimes, antecedent strategies like indicating when the item will be available (using timers or visual schedules) can be helpful.
  4. Automatic Reinforcement (Sensory Stimulation):
    • What it is: The individual engages in the behavior because the act itself produces its own reinforcement; the consequence is internal or sensory. It feels good, relieves pain, or provides some form of stimulation directly. It’s not mediated by another person – they don’t need someone else to give them attention, escape, or a tangible item.
    • Keywords/Indicators: The behavior seems to occur regardless of what’s going on in the environment or who is present. The person may engage in the behavior when they are alone. The behavior itself seems to be inherently rewarding.
    • Example: Repetitive hand-flapping, rocking back and forth, humming, scratching skin, thumb-sucking, twirling hair. (Note: These behaviors can sometimes have other functions, but they are often automatically reinforced).
    • Professor’s Tip for RBTs: Behaviors maintained by automatic reinforcement can be the trickiest to address because you can’t simply withhold the reinforcement (it’s produced by the behavior itself). Interventions often focus on enriching the environment with alternative sources of stimulation, teaching competing behaviors (DRI – e.g., providing a stress ball to squeeze instead of scratching), or sometimes using sensory equipment. Extinction is generally not the primary approach here, although response interruption and redirection (blocking the behavior and prompting a different one) might be used under BCBA guidance.

D-3: Implement interventions based on modification of antecedents such as motivating operations and discriminative stimuli.

Alright, let’s get proactive! This section is all about antecedent interventions. These are strategies we implement before the behavior of concern is likely to occur. The goal is to change the environment or conditions in a way that makes the problem behavior less likely and, ideally, makes a more desirable behavior more likely. Think of it as setting the stage for success. We’re primarily focusing on two key types of antecedents here: Motivating Operations (MOs) and Discriminative Stimuli (SDs).

1. Motivating Operations (MOs): The “Why Now?” Factor

  • Definition: A Motivating Operation (MO) is an environmental variable that does two things:
    • Value-Altering Effect: It temporarily changes how effective something is as a reinforcer (or punisher). Does the person want it right now?
    • Behavior-Altering Effect: It temporarily changes the frequency of behaviors that have been reinforced (or punished) by that stimulus in the past. Will the person do something to get it (or avoid it) right now?
  • Types of MOs (The Two Main Flavors):
    • Establishing Operations (EOs): These increase the value of a reinforcer and increase the frequency of behavior to get it. Think “Establish the Need.”
      • Example 1 (Food): If someone hasn’t eaten for several hours (deprivation), food becomes a more valuable reinforcer (value-altering effect), and they are more likely to ask for food, go to the kitchen, or engage in other food-seeking behaviors (behavior-altering effect). The state of food deprivation is the EO.
      • Example 2 (Attention): If a child hasn’t received much adult attention recently, attention might become a more potent reinforcer (value-altering), making them more likely to call out, pull on your sleeve, or engage in other attention-seeking behaviors (behavior-altering). Limited attention acts as an EO for attention.
      • Example 3 (Escape): If a task is very difficult oraversive, escape from the task becomes more valuable (value-altering), and the individual might be more likely to engage in behaviors that have led to escape in the past, like complaining, procrastinating, or even disruptive behavior (behavior-altering). The difficult task functions as an EO for escape.
    • Abolishing Operations (AOs): These decrease the value of a reinforcer and decrease the frequency of behavior to get it. Think “Abolish the Need.”
      • Example 1 (Food): If someone has just eaten a large meal (satiation), food becomes less valuable as a reinforcer (value-altering), and they are less likely to engage in food-seeking behaviors (behavior-altering). Satiation is the AO.
      • Example 2 (Attention): If a child has just received a lot of high-quality, undivided attention, attention may temporarily be less valuable (value-altering), making them less likely to engage in attention-seeking behaviors (behavior-altering). High levels of recent attention can serve as an AO.
      • Example 3 (Escape): If a difficult task is broken down into very easy steps or made highly preferred (e.g., incorporating favorite characters), the value of escaping the task decreases (value-altering), and behaviors aimed at escaping are less likely (behavior-altering). Making the task less aversive acts as an AO for escape.
  • Implementation (How RBTs Use This): Your supervisor (BCBA/BCaBA) will design interventions based on MOs identified through the FBA. Your crucial role is to implement these consistently:
    • Manipulating EOs: If a behavior is maintained by escape from difficult tasks, the plan might involve interspersing easy tasks with difficult ones (reducing the EO related to difficulty) or providing frequent breaks (addressing the EO related to needing a break). You implement this schedule precisely.
    • Manipulating AOs: If a behavior is maintained by attention, the plan might involve providing frequent, non-contingent attention (an AO – the person isn’t “deprived” of attention, so its value decreases, and they’re less likely to act out to get it). You deliver this attention proactively, as scheduled in the plan, not just when the problem behavior occurs.
    • If behavior is maintained by access to tangibles: The plan might involve providing scheduled access or non-contingent access to preferred items to reduce the EO (deprivation) for that item.
  • Helpful Tips for RBTs (MOs):
    • Observe Closely: Pay attention to what seems to motivate your client in the moment. Are they looking tired? Hungry? Seeking interaction? This informal observation can be valuable feedback for your supervisor.
    • Follow the Plan: Behavior plans often specify when and how to manipulate MOs (e.g., “Provide praise every 2 minutes,” “Offer a short break after 5 correct responses”). Consistency is key.
    • Communicate: If you notice the planned MO manipulation doesn’t seem to be working (e.g., the child still frequently requests escape despite frequent breaks), report this objectively to your supervisor.

2. Discriminative Stimuli (SDs): The “Signal for Reinforcement”

  • Definition: A Discriminative Stimulus (SD) is an antecedent stimulus that signals that reinforcement is available for a specific behavior, based on past learning history. Its presence increases the likelihood of that behavior occurring. Think of it as a green light for a specific action.
    • The opposite is an S-Delta (SΔ), which signals that reinforcement is not available for a specific behavior. Think of it as a red light.
  • How SDs Control Behavior: We learn through experience. If asking for juice when the juice box is visible (SD) often results in getting juice (reinforcement), the sight of the juice box becomes an SD for asking. If asking for juice when the juice box is put away (SΔ) never results in getting juice, the absence of the juice box becomes an SΔ for asking.
  • Implementation (How RBTs Use This): Again, your supervisor designs the intervention, and you implement it. Antecedent interventions often involve manipulating SDs:
    • Removing SDs for Problem Behavior: If seeing a specific toy (SD) reliably triggers grabbing behavior, the intervention might involve keeping that toy out of sight until appropriate times or teaching a specific way to request it. Your role is to implement this environmental arrangement.
    • Adding SDs for Appropriate Behavior: If you are teaching a child to wash their hands, a picture sequence next to the sink can serve as an SD for the correct steps. Using a visual schedule can provide SDs for upcoming transitions, making transitions smoother and reducing resistance often associated with unexpected changes. Your role is to present these SDs as outlined in the plan.
    • Stimulus Fading: Sometimes, we use temporary prompts (which act like SDs) to help a learner, and then gradually fade them out so the natural environmental stimulus can take over as the SD. You’ll be trained on how to implement specific fading procedures.
    • Example (Classroom): A teacher raising her hand (SD) signals that students who raise their hands will be called on (reinforcement available for hand-raising). When the teacher is writing on the board (SΔ for hand-raising, perhaps), students are less likely to raise their hands expecting to be called on.
  • Helpful Tips for RBTs (SDs):
    • Be Aware of Triggers: Notice what environmental events or stimuli seem to reliably precede the problem behavior. This can help you anticipate and potentially prevent the behavior by implementing the plan’s strategies (e.g., redirecting before the trigger fully takes hold).
    • Implement Environmental Changes Consistently: If the plan says “keep tempting items off the table,” ensure they stay off the table during designated times. Consistency helps the learning process.
    • Use Visual Supports Effectively: If visual schedules, token boards, or instructional cards are part of the plan (acting as SDs), make sure they are visible, accessible, and used as intended.

Connecting MOs and SDs: It’s important to realize MOs and SDs often work together. An SD signals reinforcement is available, but the MO determines if the individual wants that reinforcement right now.

  • Example: Seeing the refrigerator (SD) might signal that food is available. However, you’re only likely to open it and look for food (behavior) if you are hungry (EO is present). If you just ate (AO is present), the sight of the fridge (SD) is less likely to evoke food-seeking behavior.

Mastering the implementation of antecedent strategies is a huge step towards effective and proactive behavior support! You’re essentially changing the context to make positive behaviors easier and problem behaviors less necessary.

D-4: Implement differential reinforcement procedures (e.g., DRA, DRO).

Now we shift gears slightly. While antecedent strategies are proactive, Differential Reinforcement (DR) procedures are primarily implemented in response to behavior, or the absence of it. They are considered reinforcement-based procedures designed to decrease problem behavior.

  • Core Principle: The “differential” part is key. It means we are providing reinforcement under one condition but not under another. Specifically, we reinforce desirable behaviors (or the absence of undesirable ones) and typically withhold reinforcement (use extinction) for the problem behavior. This teaches the individual what to do instead or when not to engage in the problem behavior.
  • Key Components:
    • Reinforcement: Providing a consequence that increases the future likelihood of the behavior it follows. In DR, this is targeted towards the desired behavior or the absence of the problem behavior.
    • Extinction: Withholding the specific reinforcer that was previously maintaining the problem behavior. This decreases the future likelihood of the problem behavior. Crucially, extinction must be matched to the identified function of the behavior. (e.g., if a behavior is attention-seeking, extinction means withholding attention contingent on that behavior).

Let’s break down the specific types you need to know, focusing on DRA and DRO as highlighted:

1. DRA (Differential Reinforcement of Alternative Behavior)

  • Definition: DRA involves delivering reinforcement contingent upon the occurrence of a specific, alternative behavior that is more desirable or appropriate than the problem behavior. Simultaneously, the problem behavior is typically placed on extinction. The alternative behavior doesn’t have to be physically incompatible with the problem behavior, but it should ideally serve the same function.
  • How it Works:
    1. Identify the function of the problem behavior (done by the supervisor via FBA).
    2. Select an appropriate alternative behavior that achieves the same function (e.g., if the function is attention, the alternative could be tapping someone’s shoulder or using a specific phrase like “Excuse me”).
    3. Consistently reinforce the alternative behavior every time (initially) or on a specific schedule.
    4. Consistently put the problem behavior on extinction (withhold the maintaining reinforcer).
  • Examples:
    • Problem Behavior: Child grabs toys from peers (Function: Access to tangible).
    • Alternative Behavior: Child learns to say “My turn, please?” or trade a toy.
    • DRA Implementation: RBT provides enthusiastic praise and access to the toy contingent on the child saying “My turn, please?”. RBT blocks grabbing or ignores it (if safe and appropriate) while ensuring the child does not get the toy via grabbing (extinction).
    • Problem Behavior: Student yells out answers in class (Function: Teacher attention).
    • Alternative Behavior: Student raises their hand.
    • DRA Implementation: Teacher calls on the student and provides praise contingent on hand-raising. Teacher ignores call-outs (extinction for attention function).
  • Helpful Tips for RBTs (DRA):
    • Know the Alternative: Be crystal clear on what the specific alternative behavior is that you should be reinforcing.
    • Reinforce Immediately & Consistently: Especially when first teaching the alternative behavior, reinforcement should be immediate and powerful.
    • Implement Extinction Correctly: This is often the hardest part. Ensure you are withholding the correct reinforcer based on the function. Consult your supervisor if unsure! Be prepared for a possible “extinction burst” (temporary increase in the problem behavior) and follow the plan.
    • Take Data: Accurately record instances of both the problem behavior and the alternative behavior. This data informs your supervisor if the plan is working.

2. DRO (Differential Reinforcement of Other Behavior)

  • Definition: DRO involves delivering reinforcement contingent upon the absence of the problem behavior for a specified period (interval) of time. Sometimes called “Differential Reinforcement of Zero Rates of Behavior.” You are reinforcing any behavior except the problem behavior.
  • How it Works:
    1. Define the problem behavior clearly.
    2. Determine an initial time interval during which the problem behavior must be absent for reinforcement to be delivered. This is often based on baseline data (e.g., slightly less than the average time between occurrences of the behavior).
    3. If the problem behavior does not occur during the entire interval, deliver the reinforcer at the end of the interval.
    4. If the problem behavior does occur at any point during the interval, the interval timer is reset, and reinforcement is not delivered for that interval.
  • Types of DRO:
    • Interval DRO: Reinforcement is delivered at the end of an interval if the behavior was absent throughout. Can be Fixed Interval DRO (FI-DRO – interval length is constant) or Variable Interval DRO (VI-DRO – interval length varies around an average). FI-DRO is often used initially.
    • Momentary DRO: Reinforcement is delivered if the behavior is absent at the specific moment of observation at the end of an interval (less common for significant behavior reduction, more for maintenance). Focus on Interval DRO for your exam preparation.
  • Examples:
    • Problem Behavior: Thumb-sucking.
    • DRO Implementation (FI-DRO): Set a timer for 2 minutes. If the child does not suck their thumb for the entire 2 minutes, provide praise and a small preferred edible at the end of the 2 minutes. If thumb-sucking occurs, reset the timer for 2 minutes.
    • Problem Behavior: Aggression (hitting).
    • DRO Implementation (FI-DRO): Set a timer for 5 minutes. If the child does not hit during the 5-minute interval, they earn a token on their token board. If hitting occurs, reset the 5-minute timer.
  • Helpful Tips for RBTs (DRO):
    • Accurate Timing: Using a timer is crucial. You must be precise with the intervals and the reset procedure.
    • Clear Definition: Know exactly what constitutes the problem behavior so you know when to reset the timer.
    • Immediate Reinforcement: Deliver the reinforcer immediately at the end of a successful interval.
    • Resetting: Be consistent with resetting the interval immediately upon occurrence of the problem behavior.
    • Gradual Increase: Your supervisor will likely guide you on gradually increasing the interval length as the behavior improves. Follow their instructions carefully.

Briefly, let’s acknowledge two other related DR procedures for context:

  • DRI (Differential Reinforcement of Incompatible Behavior): A subtype of DRA where the alternative behavior is physically incompatible with the problem behavior (they can’t happen at the same time).
    • Example: Reinforcing sitting in a chair (alternative) is incompatible with running around the room (problem behavior). Reinforcing quiet hands is incompatible with finger-biting.
  • DRL (Differential Reinforcement of Low Rates of Behavior): Used when the behavior itself isn’t problematic, but its high frequency is. Reinforcement is delivered if the behavior occurs at or below a certain rate or number of times in a given period.
    • Example: Reinforcing a student for asking questions 3 times or fewer during a lesson, when they previously asked 15 times.

General Tips for Implementing All DR Procedures:

  • Consistency is Paramount: Everyone on the team needs to implement the procedure the same way.
  • Combine with Extinction: DR is most effective when the problem behavior is simultaneously on extinction for the maintaining reinforcer.
  • Data, Data, Data: Your accurate data collection shows whether the plan is effective or needs modification by the supervisor.
  • Collaboration: Always work closely with your supervising BCBA/BCaBA. Ask questions if you’re unsure about any aspect of the implementation.

D-5: Implement Extinction Procedures

Alright team, let’s begin with a procedure that sounds simple on the surface but requires precision, patience, and a deep understanding of why behaviors occur: Extinction.

What Exactly Is Extinction in Behavioral Terms?

In everyday language, “extinction” might make you think of dinosaurs disappearing. In Applied Behavior Analysis (ABA), the concept is related but much more specific.

Definition: Extinction is a procedure in which reinforcement of a previously reinforced behavior is discontinued; as a result, the frequency of that behavior decreases in the future.

Let’s unpack that definition, because every part matters:

  1. Previously Reinforced Behavior: Extinction only works on behaviors that were getting something valuable (a reinforcer) as a result. If a behavior never produced a desired outcome, there’s no reinforcement contingency to break.
  2. Reinforcement is Discontinued: This is the core action. You stop providing the specific consequence that was maintaining the behavior.
  3. Frequency Decreases in the Future: This is the intended outcome. The goal is to make the behavior happen less often, or stop altogether, because it no longer “works” for the individual.

Crucially Important Distinction: Extinction is NOT the same as ignoring. Ignoring might be the correct extinction procedure if and only if the behavior’s function is to gain attention. But if a behavior is maintained by escape from a task, ignoring the behavior won’t stop it; in fact, the person is still successfully escaping! Similarly, if a behavior is maintained by getting a tangible item (like a toy), ignoring the behavior while they still get the toy isn’t extinction.

The Golden Rule: You must know the function of the behavior (why the person is doing it) to implement extinction correctly. Remember our four main functions?
* Attention: The behavior results in attention from others.
* Escape/Avoidance: The behavior results in getting out of or avoiding something non-preferred (like a task or social situation).
* Tangible: The behavior results in getting a preferred item or activity.
* Automatic (Sensory): The behavior produces its own reinforcement; it feels good, looks interesting, sounds cool, etc. (Extinction for automatic reinforcement is complex and often involves response blocking or altering sensory consequences, usually guided closely by a BCBA).

Implementing Extinction: How It Works in Practice

As an RBT, you won’t be designing the extinction procedure – that’s the role of your supervising BCBA or BCaBA. Your vital role is to implement the procedure with fidelity as outlined in the client’s Behavior Intervention Plan (BIP).

Here’s how it generally looks, depending on the function:

  • Extinction for Attention-Maintained Behavior:
    • Procedure: Withhold the specific type of attention the behavior previously received. This might mean not making eye contact, not commenting, not physically interacting contingent on the target behavior.
    • Example: A child, Liam, whines loudly whenever his mom is on the phone, and she usually says, “Just a minute, honey!” or picks him up. The function is likely attention. The extinction procedure might involve Mom not verbally responding or physically interacting while Liam is whining when she’s on the phone. (Crucially, she would likely be taught to give him lots of positive attention when he’s not whining).
  • Extinction for Escape-Maintained Behavior:
    • Procedure: Do not allow the behavior to result in escape from the task or demand. Continue the instruction or prompt through the behavior. This is often called “non-removal of the demand.”
    • Example: A student, Maya, rips her worksheet whenever she’s given double-digit math problems. This usually results in the teacher removing the worksheet. The function is likely escape. The extinction procedure might involve the RBT calmly guiding Maya’s hands back to the worksheet, providing necessary prompts to complete the problem, and not removing the task contingent on the ripping behavior. The task only gets removed upon completion (or per other criteria in the BIP).
  • Extinction for Tangible-Maintained Behavior:
    • Procedure: Do not provide the desired item or activity contingent on the target behavior.
    • Example: A teenager, Sam, bangs his fist on the table when he wants access to the iPad, and his caregiver usually gives it to him to stop the banging. The function is likely tangible access. The extinction procedure involves the caregiver not giving Sam the iPad when he bangs his fist. (Again, the BIP would specify appropriate ways for Sam to request the iPad, which would be reinforced).

Phenomena to Expect: The Extinction Burst and Spontaneous Recovery

Nature rarely lets go of something that worked without a fight! When you first implement extinction, you need to be prepared for a couple of predictable (though sometimes challenging) phenomena:

  1. Extinction Burst:
    • What it is: A temporary increase in the frequency, intensity, or duration of the behavior right after extinction is first implemented. Sometimes, novel behaviors (like trying different ways to get the same outcome) might emerge.
    • Why it happens: Think about a vending machine. If you put your money in and press the button (behavior), and your snack doesn’t come out (reinforcement withheld), what do you do? You probably press the button again, maybe harder, maybe faster (increase in frequency/intensity). You might even try shaking the machine (novel behavior). The behavior is “bursting” because it used to work, and the organism is trying harder to make it work again.
    • What to do: Consistency is KEY! You must continue to withhold reinforcement during the burst. If you give in, you’ve just reinforced a more intense version of the behavior, making it much harder to extinguish later. Stay calm, stick to the plan, ensure safety, and document what you see. This is often the hardest part, but it’s temporary if you remain consistent.
    • Example: When Mom first starts ignoring Liam’s whining on the phone, he might start whining louder (intensity increase), whining for longer (duration increase), or even start pulling on her leg (novel behavior). If Mom stays consistent and doesn’t give in, the whining will eventually decrease.
  2. Spontaneous Recovery:
    • What it is: The behavior reappears briefly after it has diminished significantly or stopped entirely, even though extinction is still in place. It usually occurs after some time has passed where the behavior hasn’t happened.
    • Why it happens: It’s like the behavior is “checking in” to see if the old rules apply again. It’s typically much less intense and shorter-lived than the original behavior or the extinction burst.
    • What to do: Again, Consistency! Continue to implement the extinction procedure exactly as planned. Do not reinforce the behavior when it spontaneously recovers. It will typically decrease again quickly.
    • Example: Weeks after Liam’s whining has stopped, Mom gets on the phone, and Liam lets out a short whine. Mom continues her conversation without reacting to the whine. The whining doesn’t escalate and stops.

Ethical Considerations and Best Practices for RBTs

  • Pair with Reinforcement: Extinction is rarely used in isolation. It’s almost always paired with Differential Reinforcement (e.g., DRA – reinforcing an alternative behavior, DRO – reinforcing the absence of the behavior). You’re teaching the individual what to do instead, not just stopping what they shouldn’t do. This is more ethical and effective.
  • Potential Side Effects: Besides the burst, extinction can sometimes lead to increased aggression or emotional responses. The BIP should anticipate this, and you need to be prepared to manage it safely according to the plan and report it to your supervisor.
  • Consistency is Non-Negotiable: Everyone on the team (RBTs, parents, teachers) must implement the procedure consistently across all relevant settings. Inconsistency teaches the individual that the behavior sometimes works, which makes it much more resistant to extinction (intermittent reinforcement).
  • Safety: If the behavior poses a safety risk (e.g., severe self-injury, aggression), extinction might not be appropriate or may require modification and intense supervision/safety planning. Never implement an extinction procedure you’re unsure about or that feels unsafe without immediately consulting your supervisor.
  • Follow the BIP: Your guide is the Behavior Intervention Plan. Implement the extinction component exactly as written. If you have questions or concerns, bring them to your supervisor before deviating from the plan.
  • Data Collection: Accurate data on the behavior’s frequency, duration, or intensity is crucial to see if the extinction procedure is working. Your data tells the story!

Tips for Success (RBT Implementation):

  • Know the function: Always be clear on why the behavior is happening according to the assessment.
  • Know the plan: Read and understand the specific steps for withholding reinforcement before you need to implement it.
  • Prepare for the burst: Expect it, don’t be surprised by it, and have a plan (with your supervisor) for how to manage it safely and consistently.
  • Stay Calm: Your calm demeanor can help de-escalate heightened emotions during a burst.
  • Communicate: Report any challenges, significant bursts, or unexpected side effects to your supervisor promptly.
  • Be Patient: Behavior change takes time.

Extinction is a powerful tool when used correctly as part of a comprehensive plan. Your role in implementing it faithfully is absolutely essential for helping your clients achieve meaningful behavior change.

D-6: Implement Crisis/Emergency Procedures According to Protocol

Now, let’s shift gears to another critical competency: responding effectively during crisis or emergency situations. While our goal is always proactive and preventative strategies, sometimes challenging behaviors escalate to a point where immediate, planned action is needed to ensure safety.

What Constitutes a Crisis or Emergency in ABA?

In the context of ABA service delivery, a crisis or emergency typically refers to a situation involving behavior that poses an imminent and significant risk of harm to the client, yourself, or others in the environment.

This might include (but isn’t limited to):

  • Severe Aggression: Hitting, kicking, biting, or throwing objects that could cause serious injury.
  • Severe Self-Injurious Behavior (SIB): Head-banging, self-biting, eye-gouging, or other self-harm that could lead to significant physical damage.
  • Elopement (Running Away): Bolting into unsafe environments (e.g., streets, parking lots, bodies of water).
  • Severe Property Destruction: Damaging property in a way that creates an unsafe environment.
  • Medical Emergencies: Seizures, allergic reactions, choking, serious injuries unrelated to behavioral escalation but occurring during session.

The Paramount Importance of Protocol

This is perhaps the most critical point for D-6: As an RBT, you implement crisis/emergency procedures according to protocol.

Definition: A Protocol is a predetermined, written plan developed by your supervising BCBA and/or the organization, outlining the specific steps to take when a defined crisis behavior occurs. It’s designed to maximize safety and minimize harm.

Your Role is Implementation, Not Improvisation: You do not create the crisis plan on the fly. You do not use procedures you haven’t been trained on or that aren’t in the plan. Your responsibility is to:

  1. Know the Protocol: Be intimately familiar with the specific crisis/emergency plan for each client before a crisis occurs. This means reading it, understanding it, asking clarifying questions of your supervisor, and sometimes even practicing components if appropriate.
  2. Follow the Protocol: Implement the steps exactly as written during a crisis.
  3. Prioritize Safety: The absolute number one goal of any crisis procedure is to ensure the safety of the client and everyone else involved.

Common Components of a Crisis/Emergency Protocol

While specific protocols vary greatly depending on the client, behavior, setting, and organizational policies, they often include elements like:

  • Operational Definition of the Crisis Behavior: Exactly what behavior(s) trigger the activation of this specific protocol?
  • Immediate Response Steps: What to do the moment the crisis behavior begins (e.g., clear the area, attempt verbal de-escalation, block attempts at SIB/aggression using approved safety techniques).
  • De-escalation Strategies: Specific techniques approved for use with this client to try and reduce the intensity of the behavior without physical intervention, if possible and safe (e.g., using a calm tone, limiting verbal interaction, removing demands if specified in the plan, offering space).
  • Physical Management/Intervention Procedures (If Applicable and Trained):
    • Crucial Note: Use of any physical management, restraint, or safety holds is highly restrictive and should be a last resort when there is clear and imminent danger that cannot be averted by less intrusive means.
    • You must have received specific, competency-based training (beyond standard RBT training) and be certified by your organization to use any physical procedures.
    • These procedures must be explicitly written into the protocol by the BCBA.
    • The focus is always on safety and discontinuation as soon as the risk has passed. It is never used as punishment.
    • Never implement physical procedures you are not trained and authorized to use.
  • When and How to Call for Assistance: Who to contact (supervisor, another staff member, parent/caregiver) and under what circumstances.
  • When and How to Contact Emergency Services (e.g., 911): Specific criteria for involving police or medical emergency services.
  • Post-Incident Procedures: Steps to take after the immediate crisis is over (e.g., allowing the client recovery time, checking for injuries, environmental clean-up).
  • Documentation Requirements: How to objectively and accurately document the incident using forms like an Incident Report (detailing what happened before, during, and after; what steps were taken; the outcome; any injuries).

Implementing the Protocol: Your Steps as an RBT

When a crisis occurs:

  1. Prioritize Safety: Immediately assess the situation for danger. Your primary goal is to keep the client, yourself, and others safe. This might mean moving objects, guiding other people away, or positioning yourself safely.
  2. Stay Calm: This is easier said than done, but your calm and composed demeanor is crucial. It helps you think clearly and can help de-escalate the situation. Take deep breaths.
  3. Implement the Protocol: Follow the specific steps outlined in the written plan for that client. Resist the urge to improvise or try something different unless the situation presents an unforeseen danger not covered by the plan, requiring immediate safety judgment (which should then be reported immediately).
  4. Use Approved De-escalation Techniques: If the plan includes de-escalation strategies, attempt them as indicated.
  5. Use Physical Procedures ONLY If:
    • They are part of the approved protocol.
    • You are specifically trained and authorized to use them.
    • There is imminent risk of serious harm.
    • You can implement them safely as trained.
    • If these conditions aren’t met, focus on other safety measures like clearing the area, blocking, and calling for assistance.
  6. Communicate/Call for Help: Contact supervisors or emergency services as dictated by the protocol and the situation’s severity. Don’t hesitate if the plan indicates you should call.
  7. Document: As soon as it is safe to do so, complete all required documentation (e.g., incident report). Be objective, clear, and factual. Describe behavior, not interpretations. Record exactly what steps from the protocol were implemented.

Ethical Considerations in Crisis Management

  • Least Restrictiveness: Always use the least intrusive methods possible to ensure safety. Crisis protocols should be designed with this principle in mind. Physical interventions are the most restrictive.
  • Client Dignity: Even in a crisis, strive to maintain the client’s dignity as much as possible.
  • Safety: The ethical obligation to protect clients and others from harm is paramount.
  • Competence: Only implement procedures you have been properly trained on and are deemed competent to perform by your supervisor/organization. Never exceed your training, especially regarding physical management.
  • Supervision and Reporting: Always report crisis incidents to your supervisor immediately and follow organizational reporting procedures. Debriefing with your supervisor after an incident is often helpful and necessary.

Tips for Success (RBT Implementation):

  • Proactive Familiarity: Don’t wait for a crisis. Review protocols regularly for all clients you work with. Ask questions!
  • Know Your Limits: Understand what you are and are not trained/authorized to do.
  • Environmental Awareness: Be aware of your surroundings and potential hazards or triggers.
  • Self-Care: Dealing with crises can be stressful. Seek support from your supervisor and practice self-care strategies.
  • Objective Reporting: Your documentation is vital for analysis and future planning. Stick to the facts.

Navigating crises requires preparedness, calmness, and strict adherence to protocol. Your competence in this area is fundamental to ensuring the well-being of your clients and maintaining a safe therapeutic environment.

Remember, both extinction and crisis management procedures rely heavily on your ability to implement plans accurately and consistently under the guidance of your supervisor. These skills take practice and ongoing learning. Don’t hesitate to ask questions, seek clarification, and request additional training or support when needed. You’re entering a field where your careful, skilled implementation makes a real difference every day. Keep up the great work!