Replacement Behaviors:
- A replacement behavior serves the same function of the target behavior, but is more socially acceptable and more aligned with the expectations of the classroom environment. A behavior’s function may include: avoidance (of task, situation, people), or attempt to gain or obtain something (attention from peers/and or staff, gain an object, gain access to something), sensory stimulation (the behavior may in fact be rewarding within itself) This is key to a successful behavior intervention plan: the behavior is serving a function, and we need to find a replacement behavior that satisfies that need appropriately.
- In order to find a successfully replacement behavior, it must meet the need the child is trying to fulfill.
- The replacement behavior should make the problem behavior ineffective, meaning the replacement behavior works better than the problematic behavior in meeting the needs of the child, and therefore the target behavior is no longer needed.
- The replacement behavior may need to be specifically taught to the child, practiced during calm times of day, modeled, role played, and a visual cue or reminder may be helpful. This should be outlined in the BIP and should list successive teaching steps for student to learn replacement behavior(s) and/or curriculum materials needed.
- Examples of replacement behavior
- For a student who is trying to avoid a task, give them choices of required tasks, including the one they want to avoid, and let them determine the order of how they complete them, change the output of the assignment (create a powerpoint instead of an essay), align the assignment with the child’s interests
- For a student who is trying to avoid a situation: opportunity to take a break (visual break cards), choice of a different setting to work alone
- For a student who is trying to avoid a person: build up exposure to the person slowly over time (graduated exposure); pair with favorite task, peer, or teacher
- Replacement behavior to obtain attention: provide opportunities for positive attention throughout the day (praise for incremental success, class job, peer buddy) (link to research about power of positive talk)
- Replacement behavior to obtain access to an item: use access to the item or preferred activity as a reward for completing a less preferred task, teach communication to ask for the item (Functional Communication Training)
- Replacement behavior for sensory stimulation (to calm down or keep engaged/stimulated): incorporate sensory breaks into the child’s daily schedule regularly