Chapter 4: Behavior Reduction
✅ Behavior Intervention Plan (BIP) – Short List
1. Target Behavior
a. Clearly defined problem behavior (observable & measurable)
2. Function of Behavior
a. Why the behavior happens (e.g., attention, escape, tangible, automatic)
3. Antecedent Strategies
a. Prevent the behavior (e.g., offer choices, modify tasks, visual supports)
4. Replacement Behavior
a. Teach a more appropriate behavior that meets the same need
5. Consequence Strategies
a. How to respond after the behavior (e.g., planned ignoring, redirection)
6. Extinction Procedures
a. Withhold reinforcement for the problem behavior (if safe to do so)
7. Reinforcement Plan
a. Reward appropriate or replacement behaviors
8. Crisis Plan (if needed)
a. Steps to keep everyone safe during dangerous behavior
9. Data Collection
a. Track progress using agreed-upon methods (e.g., frequency, duration)
✅ 4 Functions of Behavior – Short List
1. Attention
a. To get attention from others (e.g., yelling to get teacher’s focus)
2. Escape
a. To avoid or get out of something (e.g., running away to avoid work)
3. Access to Tangibles
a. To get a desired item or activity (e.g., grabbing a toy or asking for a snack)
4. Automatic (Sensory)
a. Behavior feels good or meets a sensory need (e.g., hand-flapping, humming)
🧠 RBT Tip:
Every behavior happens for a reason — knowing the function helps guide how to respond!
✅ Antecedent Strategies – Short List
1. Provide Choices
a. Let the learner choose tasks, materials, or order of activities.
2. Modify the Environment
a. Reduce distractions, change seating, or adjust lighting/noise.
3. Use Visual Supports
a. Schedules, timers, or picture cues to prepare the learner for transitions or
tasks.
4. Provide Clear Instructions
a. Use simple, consistent language to give expectations.
5. Offer Predictability
a. Use routines and give advance warnings for changes.
6. Premack Principle ("First-Then")
a. "First do work, then get preferred item."
7. Task Modification
a. Break tasks into smaller steps or reduce demands temporarily.
8. Build Rapport / Pairing
a. Spend time engaging with the learner using preferred items or activities.
9. Use Non-Contingent Reinforcement (NCR)
a. Provide access to attention or items on a schedule, regardless of behavior.
🧠 RBT Tip:
Antecedent strategies are proactive tools — they help prevent challenging behavior by
making the
✅ Replacement Behavior – Short List
1. Serves the Same Function
a. Must meet the same need as the problem behavior (e.g., if the behavior is for
attention, teach how to ask for attention appropriately).
2. Easier to Do
a. Should be simpler and more effective than the challenging behavior.
3. Gets Reinforced
a. Reinforce the replacement behavior consistently so it becomes stronger.
4. Taught Directly
a. Actively teach and practice the new behavior with prompting and
reinforcement.
5. Examples:
a. Yelling for attention → Raise hand or say “excuse me”
b. Hitting to get a toy → Use PECS or ask “Can I have it?”
c. Running away to avoid work → Request a break or help Consequence
Strategies – Short List
6. Reinforce Replacement Behavior
a. Immediately give reinforcement when the learner uses the appropriate
(replacement) behavior.
7. Minimize Attention to Problem Behavior
a. Avoid giving attention that might reinforce the problem behavior (e.g., don’t
scold or argue if attention is the function).
8. Redirection
a. Guide the learner to engage in a more appropriate behavior or task.
9. Planned Ignoring
a. Intentionally withhold attention or reaction for attention-seeking behaviors.
10. Follow Through with Demands
a. Don’t allow escape from tasks when the function is avoidance — help the
learner complete the task.
11. Use Calm, Neutral Tone
a. Stay consistent and non-emotional to prevent escalation.
12. Extinction (if part of BIP)
a. Do not provide the usual reinforcement that keeps the problem behavior
going.
13. Deliver Natural Consequences
a. Let logical, real-life outcomes occur (e.g., if a toy is thrown, it’s removed
temporarily).
b. Always pair consequence strategies with positive reinforcement for the
desired behavior — don’t just focus on stopping the problem!
c.
d. Flapping for stimulation → Use fidget toy or sensory bin
🧠 RBT Tip:
A replacement behavior should be functionally equivalent, appropriate, and easier than
the problem behavior.
✅ Consequence Strategies – Short List
1. Reinforce Replacement Behavior
a. Immediately give reinforcement when the learner uses the appropriate
(replacement) behavior.
2. Minimize Attention to Problem Behavior
a. Avoid giving attention that might reinforce the problem behavior (e.g., don’t
scold or argue if attention is the function).
3. Redirection
a. Guide the learner to engage in a more appropriate behavior or task.
4. Planned Ignoring
a. Intentionally withhold attention or reaction for attention-seeking behaviors.
5. Follow Through with Demands
a. Don’t allow escape from tasks when the function is avoidance — help the
learner complete the task.
6. Use Calm, Neutral Tone
a. Stay consistent and non-emotional to prevent escalation.
7. Extinction (if part of BIP)
a. Do not provide the usual reinforcement that keeps the problem behavior
going.
8. Deliver Natural Consequences
a. Let logical, real-life outcomes occur (e.g., if a toy is thrown, it’s removed
temporarily).
🧠 RBT Tip:
Always pair consequence strategies with positive reinforcement for the desired behavior
— don’t just focus on stopping the problem!
✅ Extinction Procedures – Short List
1. Definition
a. Stop giving reinforcement for a behavior that was previously reinforced.
2. Match to Behavior Function
a. Extinction only works if it removes the exact reinforcer keeping the
behavior going:
i. Attention-seeking → Ignore the behavior (planned ignoring)
ii. Escape-maintained → Follow through with the demand
iii. Tangible-seeking → Don’t give the item after problem behavior
iv. Automatic → Block or reduce sensory reinforcement
3. Be Consistent
a. Everyone must apply extinction the same way — no accidental
reinforcement.
4. Extinction Burst
a. Behavior may get worse before it gets better — expect a spike before it
decreases.
5. Possible Side Effects
a. Increase in aggression, emotional responses, or new behaviors — monitor
closely.
6. Combine with Teaching
a. Always teach and reinforce replacement behaviors while using extinction.
7. Use Only if Safe and in the BIP
a. Don’t use extinction without BCBA guidance and a written plan.
🧠 RBT Tip:
Extinction doesn’t mean ignoring everything — it means removing the specific
reinforcement that keeps the behavior going.
✅ Reinforcement Plan – Short List
1. Identify the Target Behavior
a. Clearly define the appropriate or replacement behavior to reinforce.
2. Choose Effective Reinforcers
a. Use items or activities the learner finds motivating (based on preference
assessments).
3. Determine Schedule of Reinforcement
a. Continuous (CRF): Reinforce every correct response (good for teaching new
skills)
b. Intermittent (INT): Reinforce some correct responses (good for maintaining
behavior)
4. Immediate Reinforcement
a. Give reinforcement right after the desired behavior for clear connection.
5. Fade Reinforcement Gradually
a. Over time, reduce how often reinforcement is given to build independence.
6. Vary Reinforcers
a. Prevent satiation by rotating or mixing up rewards.
7. Reinforce Effort & Approximations
a. Especially when teaching new skills, reinforce attempts and progress.
🧠 RBT Tip:
The goal is to make the appropriate behavior more rewarding than the problem behavior
— consistency is key!
✅ Crisis Plan – Short List
1. Define the Crisis Behavior
a. Clearly state what behaviors are considered a crisis (e.g., aggression, self-
injury, running away).
2. Immediate Safety Procedures
a. Steps to protect the client, staff, and others (e.g., move dangerous objects,
create space).
3. Staff Roles and Responsibilities
a. Who does what during the crisis (e.g., one staff manages behavior, another
calls for help).
4. Use Trained Interventions Only
a. If needed, follow approved physical intervention protocols (e.g., CPI,
PCM), only if trained and authorized.
5. De-escalation Techniques
a. Use calming strategies (e.g., stay quiet, give space, avoid eye contact).
6. Post-Crisis Procedures
a. What to do after the crisis (e.g., document, notify supervisors, debrief with
team).
7. Parent/Guardian Notification
a. Follow protocol for reporting serious incidents to caregivers.
8. Documentation
a. Complete incident reports and data collection as required.
🧠 RBT Tip:
Always follow the crisis plan exactly as written and never use unapproved interventions
— your job is to ensure safety first.
