RBT Task List – Behavior Reduction (D-02)

Having established a thorough understanding of the components of a written Behavior Reduction Plan (D-01), which heavily relies on knowing the why behind a behavior.

we now delve deeper into that crucial “why.” Understanding the purpose a behavior serves is fundamental to effective intervention.

Let’s do a comprehensive exploration of:

D-02: Describing the Common Functions of Behavior

Clear Explanation: What is a “Function” of Behavior?

In Applied Behavior Analysis (ABA), a “function” of behavior refers to the purpose that the behavior serves for the individual in a particular context.

It explains why the behavior occurs by identifying the type of reinforcement that has historically maintained it. Essentially, when we talk about function, we’re asking: “What does the individual get or get out of by doing this behavior?”

A core principle of ABA is that all behaviors, both those we consider adaptive and those we see as challenging, are learned and maintained because they produce some form of reinforcement.

Identifying the function of a behavior through a Functional Behavior Assessment (FBA) (which is Task B-03 and conducted by the BCBA) is the most critical step in developing an effective Behavior Reduction Plan (BIP) – (Task D-01).

While there can be an almost infinite variety of specific reinforcers in the world, they generally fall into a few broad functional categories. RBTs must be able to describe these common functions to:

• Understand the rationale behind the interventions they are asked to implement.
• Collect accurate Antecedent-Behavior-Consequence (ABC) data that will help their supervising BCBA determine the function.

The four most commonly identified functions of behavior are:

• Attention (Social Positive Reinforcement)
• Tangibles/Access to preferred items or activities (Social Positive Reinforcement)
• Escape/Avoidance from non-preferred tasks, situations, or demands (Social Negative Reinforcement)
• Automatic Reinforcement (often called Sensory Stimulation – can be Automatic Positive or Automatic Negative Reinforcement)

It’s important for RBTs to know that a single behavior can sometimes serve multiple functions, or its function can change depending on the context or even over time.

The BCBA makes the final determination of function based on careful data analysis.

Detailed Breakdown of Each Common Function of Behavior

Let’s explore each function in more detail:

Attention (Social Positive Reinforcement – SR+ social)

• Description: The behavior is maintained because it results in the individual gaining some form of social attention from others.
  This attention can be positive (e.g., praise, smiles, conversation, hugs, physical play) or even what might typically be considered “negative” attention (e.g., reprimands, scolding, arguments, lectures, stern eye contact, even a sigh of exasperation).
  For some individuals, any form of attention is better than no attention at all.
• How it Works (The ABCs):
  • Antecedent: The individual may be alone, or others in the environment are not currently interacting with them.
  • Behavior: The individual engages in the target behavior (e.g., calls out, makes a noise, engages in disruptive action).
  • Consequence: Others look at, speak to, touch, or otherwise interact with the individual as a result of the behavior.
  • Result (Future Behavior): The target behavior is more likely to occur in the future when the individual desires attention.
• Common Manifestations (Examples of behaviors that might be attention-maintained):
  • A child repeatedly calling out answers in class. (Consequence: Teacher looks at them and says, “Shhh!” or “Wait your turn.”)
  • A student making silly faces or noises during a quiet lesson. (Consequence: Peers laugh or look.)
  • An individual complaining loudly and frequently about minor issues. (Consequence: Others gather around, ask what’s wrong, offer sympathy.)
  • Someone feigning illness or a minor injury. (Consequence: A caregiver provides comfort, concern, and stays close.)
  • Even some forms of aggression (e.g., mild pushing) or disruption can be attention-maintained if they reliably result in increased interaction from staff, parents, or peers.
• RBT Considerations:
  • When collecting ABC data, it’s crucial to note who delivered the attention and what kind of attention it was (verbal, physical, eye contact, etc.).
  • Be acutely aware that even “negative” attention (like a reprimand) can be highly reinforcing if the primary function of the behavior is to get any social interaction.
  • Interventions for attention-maintained behavior often involve providing attention for appropriate behaviors (e.g., Differential Reinforcement of Alternative behavior – DRA), withholding attention for the problem behavior (extinction), and teaching appropriate ways to solicit attention (e.g., raising a hand, saying “excuse me”).

Tangibles/Access (Social Positive Reinforcement – SR+ tangible/activity)

• Description: The behavior is maintained because it results in the individual gaining access to preferred items (tangibles like toys, food, electronics) or preferred activities.
• How it Works (The ABCs):
  • Antecedent: The individual does not currently have access to a desired item or activity, or access is about to be terminated.
  • Behavior: The individual engages in the target behavior (e.g., whining, grabbing, tantrumming).
  • Consequence: The individual gains access to the desired item or activity as a result of the behavior.
  • Result (Future Behavior): The target behavior is more likely to occur in the future when the individual wants a specific item or activity.
• Common Manifestations (Examples of behaviors that might be tangibly-maintained):
  • A child crying and screaming in a store until a parent buys them a candy bar.
  • A student grabbing a desired toy from a peer during free play. (Consequence: They now possess the toy).
  • An individual whining, negotiating, or pestering until they are allowed more screen time or a later bedtime.
  • Someone engaging in disruptive behavior when told a preferred activity (like playing a game) is ending, and as a result, the activity is extended for a few more minutes.
• RBT Considerations:
  • When collecting ABC data, note specifically what item or activity was gained following the behavior.
  • Interventions for tangibly-maintained behavior often involve teaching appropriate ways to request items or activities (e.g., mand training using words, signs, or pictures), consistently honoring those appropriate requests, and not providing the item/activity contingent on the problem behavior (extinction). Token economies (Task C-11) can also be a useful tool.

Escape/Avoidance (Social Negative Reinforcement – SR-social)

• Description: The behavior is maintained because it results in the termination, postponement, or reduction of an aversive (unpleasant) stimulus or situation.
  The individual “gets out of” or “avoids” something they don’t like. This could be a difficult task, a non-preferred social interaction, a loud or overwhelming environment, or a demand placed upon them.
• How it Works (The ABCs):
  • Antecedent: An aversive stimulus is present or imminent (e.g., a demand is placed, a difficult task is presented, a non-preferred person approaches, a loud noise begins).
  • Behavior: The individual engages in the target behavior (e.g., tantrums, runs away, becomes noncompliant).
  • Consequence: The aversive stimulus is removed, delayed, or reduced as a result of the behavior.
  • Result (Future Behavior): The target behavior is more likely to occur in the future when the individual wants to escape or avoid similar aversive situations.
• Common Manifestations (Examples of behaviors that might be escape-maintained):
  • A student ripping up a worksheet when presented with difficult math problems. (Consequence: The task is removed, at least temporarily, or the demand is lessened).
  • A child having a full-blown tantrum when told it’s time to clean up their toys. (Consequence: Cleanup is delayed, or the caregiver ends up cleaning up for them).
  • An individual becoming verbally aggressive or shutting down when asked to do a non-preferred chore. (Consequence: The demand to do the chore might be dropped or postponed).
  • A client running out of the therapy room when a difficult or new program is about to start.
  • Frequently saying “I don’t know” or “I can’t” to avoid attempting a task.
• RBT Considerations:
  • When collecting ABC data, note specifically what task, demand, person, or situation was escaped or avoided.
  • Interventions for escape-maintained behavior often involve teaching appropriate ways to request a break or assistance (DRA), not allowing escape contingent on the problem behavior (this is called escape extinction or follow-through), making the aversive task less aversive (e.g., by modifying its difficulty, providing choices, interspersing easy tasks), and using antecedent strategies to prevent the situation from becoming overly aversive in the first place.

Automatic Reinforcement (Sensory Stimulation – Automatic SR+ or Automatic SR-)

• Description: The behavior is maintained because it directly produces its own reinforcement; the consequence is a sensory experience that is inherently pleasurable (Automatic Positive Reinforcement) or that alleviates an unpleasant sensory state (Automatic Negative Reinforcement).
  This type of reinforcement is not socially mediated; it doesn’t depend on the actions or reactions of another person. The behavior itself is the reinforcer.
• How it Works (The ABCs are often less clear for the “C” as it’s internal):
  • Antecedent: May be a state of sensory deprivation (too little stimulation), sensory overstimulation (too much unpleasant stimulation), or an internal physical state (e.g., an itch, pain, boredom).
  • Behavior: The individual engages in the target behavior (e.g., rocking, humming, scratching).
  • Consequence: The behavior itself produces a desired sensory input (Automatic SR+) or removes/reduces an aversive sensory input (Automatic SR-).
  • Result (Future Behavior): The target behavior is more likely to occur in the future when the individual seeks that particular sensory experience or relief from an unpleasant one.
• Common Manifestations (Examples of behaviors that might be automatically-maintained):
  • Automatic Positive Reinforcement (Produces a Desired Sensation):
    • Thumb sucking (produces tactile sensation in the mouth).
    • Hand flapping, body rocking, or spinning (can produce visual, vestibular, or proprioceptive stimulation).
    • Repetitive vocalizations like humming, scripting favorite movie lines, or making clicking sounds (produces auditory stimulation).
    • Scratching skin (can sometimes produce a specific sensation, though also see automatic negative for itch relief).
    • Spinning objects or watching lights repetitively.
  • Automatic Negative Reinforcement (Removes or Reduces an Aversive Sensation):
    • Scratching an itch (removes the itchy sensation).
    • Covering ears in a loud environment (reduces aversive auditory input).
    • Applying pressure to a sore tooth or body part (may temporarily alleviate pain).
    • Some forms of self-injury might be hypothesized to alleviate internal discomfort, pain, or overwhelming anxiety (this is a complex area requiring careful assessment by a BCBA).
• RBT Considerations:
  • Behaviors maintained by automatic reinforcement can be the most challenging to assess and treat because the reinforcer is not controlled by others; it’s produced directly by the behavior.
  • When collecting ABC data, if no clear social consequence is observed following the behavior, and the behavior seems to produce its own sensory effect, automatic reinforcement might be suspected by the BCBA. Note the specific sensory nature of the behavior (what does it look, sound, feel like?).
  • Interventions often involve enriching the environment with appropriate ways for the individual to get similar sensory input (e.g., providing safe sensory toys or activities), teaching competing appropriate behaviors, or using procedures like sensory extinction (which involves masking or removing the sensory consequence, though this can be very difficult to implement).
    Differential Reinforcement of Other behaviors (DRO) or Alternative behaviors (DRA) that provide similar appropriate sensory input are common strategies.

Why Understanding Functions is Crucial for RBTs

• Implementing BIPs with Fidelity: Many, if not most, effective BIPs are function-based. If an RBT understands the “why” behind the behavior, they are more likely to implement antecedent strategies correctly (e.g., providing non-contingent attention if a behavior is attention-seeking) and consequence strategies effectively (e.g., not providing attention for an attention-seeking problem behavior, but rather for a designated replacement behavior).
• Collecting Meaningful ABC Data: An RBT who understands the common functions will be more attuned to recording the specific antecedents and consequences that are relevant for hypothesis generation by their supervising BCBA. They’ll look for patterns and relevant environmental events.
• Avoiding Accidental Reinforcement: This is a big one. If an RBT doesn’t consider the function, they might inadvertently reinforce the problem behavior.
  • For example, trying to “talk through” or verbally redirect a tantrum that is actually escape-maintained might inadvertently delay the task further (thus reinforcing escape).
    Similarly, giving lots of verbal redirection or stern looks to a behavior that is attention-maintained might provide the very attention the client is seeking.
• Proactive Problem-Solving (within limits of the RBT role): While RBTs do not change plans independently, understanding functions can help them make better in-the-moment decisions about how to structure the environment or interact proactively to prevent behavior, consistent with the overall goals of the BIP.
  (e.g., “This task seems frustrating for Leo, which might lead to escape behavior; I should offer a choice or a brief break before he gets upset, as per his plan which includes antecedent strategies for escape-maintained behavior”).
• Effective Communication with Supervisor: Being able to discuss observations in terms of potential functional relationships (e.g., “It seems like every time I present this math sheet, he starts to whine, and if I then offer help or remove the sheet for a moment, the whining stops. Could that be related to escape?”) can be very valuable for the BCBA.

Key Terms/Vocabulary (Related to Functions of Behavior)

• Function of Behavior: The reason a behavior occurs; its purpose in terms of the reinforcement it produces.
• Functional Behavior Assessment (FBA): The systematic process used by BCBAs to determine the function(s) of behavior.
• Socially Mediated Reinforcement: Reinforcement that is delivered by another person (this includes attention, tangibles, and escape that is mediated by others’ actions).
• Non-Socially Mediated Reinforcement (Automatic Reinforcement): Reinforcement that is produced directly by the behavior itself, without the involvement of another person.
• Positive Reinforcement (SR+): The addition of a stimulus (something desirable) following a behavior that increases the future likelihood of that behavior.
• Negative Reinforcement (SR-): The removal or avoidance of a stimulus (something aversive) following a behavior that increases the future likelihood of that behavior.
• Attention-Maintained Behavior
• Tangible-Maintained Behavior (Access-Maintained)
• Escape-Maintained Behavior (Avoidance-Maintained)
• Automatic Reinforcement (Sensory-Maintained)
• Antecedent-Behavior-Consequence (ABC) Data: The structured format used to gather information about the environmental events surrounding a behavior, crucial for FBA.
• Motivating Operation (MO): (Also related: Setting Events) Environmental factors that temporarily make a particular reinforcer more or less valuable (e.g., being deprived of attention for a long time makes attention a more valuable reinforcer).

Common Mistakes/Misunderstandings (Related to Describing Functions)

• Confusing Topography with Function: Describing what the behavior looks like (its topography) instead of why it occurs (its function). For example, saying, “The function of his hitting is aggression.” Aggression is a description of the behavior’s form, not its environmental purpose. Hitting could function to get attention, escape a task, or get a toy.
• Attributing Behavior to Internal States/Emotions as Functions: Saying, “He does it because he’s angry/frustrated/sad.” While emotions are real internal states, they are not considered functions in ABA terms. The function explains what environmental consequence maintains the behavior when he is feeling angry, frustrated, or sad. (e.g., “When he is frustrated with a difficult task (internal state/antecedent), he screams (behavior), and then the task is removed (escape function).”)
• Assuming a Single Function: A behavior can have multiple functions, or the function can change across different contexts or over time.
• Believing “Bad” or “Negative” Attention Isn’t Reinforcing: Not realizing that reprimands, scolding, or other forms of negative social interaction can still function as attention (and therefore be reinforcing) for some individuals.
• Difficulty Distinguishing Automatic from Socially Mediated Functions: This can be tricky. If a behavior frequently occurs when the person is alone and there’s no apparent social consequence following it, automatic reinforcement is often suspected by the BCBA. But careful, objective observation is needed.
• RBTs Trying to Determine Function Independently: RBTs describe common functions as part of their knowledge base and collect data to help the BCBA. They do not make the final determination of function or independently design interventions based on their own hypothesis.
• Overlooking Subtle Consequences: Missing the brief eye contact from a peer that reinforces a minor classroom disruption, or the slight delay in a demand that reinforces pre-task whining, can make it harder for the BCBA to identify the true function.

A solid understanding of the common functions of behavior empowers RBTs to be more effective and insightful members of the clinical team.

It enhances their ability to implement Behavior Intervention Plans with fidelity, collect meaningful and relevant data, and avoid inadvertently strengthening challenging behaviors.

This provides a very comprehensive overview of D-02, detailing each of the four common functions of behavior with clear examples, important RBT considerations, and common pitfalls.

This knowledge is foundational for much of the work RBTs do in behavior reduction.

Next in Section D is D-03: Implement interventions based on modification of antecedents such as motivating operations and discriminative stimuli. This is where we get into the proactive strategies used to prevent problem behavior.