RBT Exam Study Guide Unit D: Behavior Reduction

This RBT study guide page covers all you need to know about behavior reduction as it is in the BACB task list. It’s an important topic for the RBT exam and it makes for 16 questions on the final exam. Here, let’s focus in on behavior reduction.

Describe Common Functions of Behavior

In ABA, the behavior is the function refers to why somebody acts that way. For example, a child may tantrum for attention, escape a demand, request a preferred item, or engage in a sensory behavior.

It is important to identify what the purpose of behavior is in order to develop an intervention plan that is successful. With this knowledge, the BCBA is able to create specific interventions to treat the cause of behavior, resulting in higher success in behavior management and intervention results.

This RBT study guide page covers all you need to know about behavior reduction as it is in the BACB task list. It’s an important topic for the RBT exam and it makes for 16 questions on the final exam. Here, let’s focus in on behavior reduction.

There are four main categories of behavior functions:

–Automatic reinforcement: This type of reinforcement occurs when a behavior is strengthened by the sensory or internal consequences it produces on its own, without any involvement from others.

– Examples include hitting a pen for its sound, laying a chair for comforting motion, hitting your legs on the ground or biting your nails.

– Social Preference: This refers to an individual’s tendency to either seek out or avoid social interactions with other people.. For example, a child may work to obtain attention from guardians or colleagues.

– Flight/Orientation: This type of behavior is intended to escape or steer clear of uncomfortable or undesirable situations. For example, a child may refuse to escape the work.

– Asking for tangible or activity: Some behavior seeks to get access to desired items or activities. For example, a child may require a toy or function they like.

Implement interventions that aim to modify precursors to behavior. 

This may include changes in the environment to establish attractive consequences. For example, if a child with autism spectrum disorder is non -vocal taught to communicate through the device, you can keep the charging time in an area where they usually spend time so that they can easily approach it and practice.

Antecdence is happening before a certain action. We can alter an action by changing the surrounding environment. For instance, if you want to eat healthily, remove unhealthy food from your house.

Only maintaining healthy options, such as ordering groceries online, increases the likelihood of sticking to your goal. This is to change the previous ones for behavioral changes.

Some clients can be modified with common pre -conditions:

– Visual supports / schedules: Provide visual aids to help organize their environment and routine.

– High-probability request sequence: brings easier work before difficult work to get a positive response.

• ​​​​​​​Preliminary: Talks about upcoming events, sets expectations and shares relevant information in advance.

– By providing a well -structured alternative, the clients are given the strength to choose, which increases their enthusiasm and commitment.

– Non-condition reinforcement: Provides rewards regardless of behavior to promote positive interaction.

– Timers: Utilising timers to signify the duration of activities, promotes skills and transition of time management.

Motivating Operations (MOs): These are environmental events that influence how desirable or valuable a particular item or outcome is, thereby increasing or decreasing its effectiveness as a reinforcer. They can be further divided into two categories: Establishing functions (EOs) that increase the effectiveness of reinforcers and disability functions (AOs) that reduce them.

SD is essentially a stimulus that indicates that a particular behavior will lead to reinforcement. It gives individuals a signal that engaging in a specific behavior will allow them to earn the reward that’s waiting for them. For instance, a restroom sign can serve as a discriminative stimulus (SD), indicating that a bathroom is accessible and encouraging individuals to perform the appropriate behavior of going to the restroom.

Implement Differential Reinforcement Procedures

Differential reinforcement is when you reward the right behavior, and don’t reward the wrong behavior. Learn how those around us can pat us on the back with words for academic success and in turn ignore us for bad behavior rather than telling us “good job,” teaching us in essence how to communicate well (reinforcing talking) but not poorly (not reinforcing yelling). So that is helpful at reinforcing the kinds of things that we would like to see more of.

The two most frequently used types of differential reinforcement are.

• Differential reinforcement of other behavior (DRO): A behavior modification procedure that rewards the absence of a problem behavior for a specific amount of time. This is in contrast to the problem behaviour being reinforced. So for example nothing happens after the client screams, but then after they engage in any other behavior, reinforcement is delivered on a schedule (e.g., every X minutes).
• Differential reinforcement of alternative behavior— (“DRA”) — DRA refers to reinforcement of a behavior which is functional to reinforcement of the behavior to be replaced. A good example is a child whose parents have to give him chocolate. Every time the kid asks for something his parents ignores him.

Implement Extinction Procedures

Traditionally, extinction in ABA refers to when reinforcement for a previously reinforced behavior is withheld and the behavior occurs with a reduced frequency in the future. For instance, in the event that a child does not get attention for his or her tantrums, th tantrums will diminish with time. Inhibition decreases maladaptive behaviors by eliminating the reinforcement that maintains them.

It isn’t about ignoring the child altogether. Bathurman The idea is to eliminate reinforcement for behavior, so that the behavior will go away, but it’s not about ignoring the person.

Follow Crisis/Emergency Procedures as Specified in Policy

A crisis plan includes steps to be taken by staff in the event of an emergency, a key component for students engaging in hazardous behaviors. So, for example, if a patient bolts, the plan spells out what to do for safety, such as calling the police or ringing the caregiver’s phone. It is essential for ensuring safety and minimizing risks for all parties involved.

Emergency plans also cover emergency medical services. If, for example, a participant has asthma or seizures, the plan lists what to do if either happens on a ride. It is essential to customize crisis plans according to individual needs, for better management and ensuring safety.