RBT Study Guide – Behavior Reduction (2026)

D.1 Recognize Common Functions of Behavior

Every behavior serves a function. Determining why a behavior occurs allows clinicians to select interventions that effectively address the underlying cause rather than simply reacting to the behavior itself.

The Four Primary Functions of Behavior

• Attention: The individual engages in behavior to obtain social interaction.
• Escape: The behavior helps the individual avoid or delay demands.
• Access to Tangibles: The behavior is used to gain preferred items or activities.
• Automatic (Sensory): The behavior is reinforced by internal or sensory stimulation.

Illustrative Examples

• Yelling to attract a caregiver’s attention
• Refusing tasks to avoid schoolwork
• Aggression to gain access to a preferred toy
• Repetitive movements that provide sensory feedback

D.2 Apply Antecedent-Based Strategies

Antecedent interventions are proactive techniques implemented before problem behavior occurs. Their goal is to reduce the likelihood that challenging behavior will emerge.

Examples of Antecedent Strategies

• Noncontingent Reinforcement (NCR): Providing reinforcement at set intervals, independent of behavior.
• High-Probability Request Sequences: Presenting simple tasks prior to more difficult ones.
• Demand Fading: Slowly increasing task expectations over time.

By modifying conditions before behavior occurs, antecedent strategies help prevent problem behaviors rather than responding after they happen.

D.3 Use Differential Reinforcement Procedures

Differential reinforcement reduces problem behavior by strengthening appropriate alternatives while withholding reinforcement for undesired responses. These procedures focus on teaching replacement behaviors.

Common Differential Reinforcement Methods

• DRO: Reinforcement is delivered when the target behavior does not occur for a set time.
• DRA: Reinforcement is provided for an appropriate alternative behavior.
• DRI: Reinforcement is given for a behavior that cannot occur simultaneously with the problem behavior.
• DRL: Reinforcement is delivered when behavior occurs at a reduced frequency.
• FCT: Teaching functional communication to replace challenging behavior.

Practical Examples

• Reinforcing hand-raising instead of shouting
• Reinforcing seated behavior rather than running
• Teaching appropriate requests instead of aggression

D.4 Carry Out Extinction Procedures

Extinction involves discontinuing the reinforcement that has historically maintained a problem behavior. When applied consistently, the behavior gradually decreases.

Forms of Extinction

• Withholding attention
• Preventing escape from tasks
• Removing access to tangible items
• Reducing automatic reinforcement when feasible

Extinction Burst

When extinction is first introduced, behavior may temporarily increase in intensity or frequency. This short-term increase is known as an extinction burst.

D.5 Apply Punishment Procedures Appropriately

Punishment procedures decrease future behavior by adding or removing a stimulus immediately following the behavior. These strategies must always be implemented under supervision.

Positive Punishment

• Introducing an aversive stimulus after the behavior
• Example: A corrective verbal prompt following aggression

Negative Punishment

• Removing a preferred stimulus after the behavior
• Example: Loss of a preferred item following inappropriate use

Time-Out from Reinforcement

Time-out is a form of negative punishment that temporarily limits access to reinforcing stimuli after problem behavior.

D.6 Understand Side Effects of Extinction and Punishment

Possible Effects of Extinction

• Temporary increases in behavior (extinction bursts)
• New or varied responses
• Return of previously reduced behaviors
• Emotional reactions such as frustration or crying

Possible Effects of Punishment

• Fear, anxiety, or withdrawal
• Avoidance of people or environments

RBTs should monitor these effects carefully, maintain professionalism, and report concerns to their supervisor.

D.7 Follow Crisis and Emergency Procedures

Crisis procedures are used only when a behavior presents immediate danger. These procedures prioritize safety and are not intended as teaching tools.

Examples of Emergency Situations

• Severe aggression toward others
• Self-injurious behavior
• Elopement in unsafe environments

Core Principles

• Use the least restrictive intervention
• Maintain focus on safety and dignity
• Discontinue once danger has resolved

Documentation Responsibilities

All crisis incidents must be documented objectively and reported according to organizational and supervisory guidelines.