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Tips and Tricks for Teaching Replacement Behaviors

Brittney CramerAugust 2013

Congratulations! You have identified and measured a behavior you would

like to replace. This guide will help you:

• Identify the Function of the Maladaptive Behavior

• Find an Appropriate Replacement Behavior

• Teach the Replacement Behavior

• Address Your Own Emotions

Identify the Function of the Maladaptive Behavior

•Considerations•Common Functions

Identify the Function of the Maladaptive Behavior

It is important to develop a hypothesis as to the purpose of the behavior. Without knowing the function, you won’t know what replacement behavior to teach!

Identify the Function of the Maladaptive Behavior: Considerations

• WHERE does the behavior occur and not occur?

• WHEN does it happen or not happen?

• WHO is present when the behavior occurs?

• WHO is present when the behavior does not occur?

• WHAT sensory issues exist in the presence of the behavior?

• HOW are all these events related?

Identify the Function of the Maladaptive Behavior: Common Functions

ACCESS

Obtain Attention• Examples: acting out, frequent initiations, over-

dependence, crying when separated

Obtain Objects/Activities• Examples: whining, temper tantrums, aggressive play

Obtain Internal Stimulations• Examples: rapid motor movements, singing,

self-injury, laughing

Identify the Function of the Maladaptive Behavior: Common Functions

ESCAPE

Avoid/Escape Non-Preferred Tasks• Examples: poor work quality, refusal to perform tasks,

leaving work area, aggression

Avoid Internal Stimulation• Examples: complaints of being hungry, covering ears,

nervousness, self-injury

Find an Appropriate Replacement Behavior

•Considerations•Examples

Find an Appropriate Replacement Behavior

Remember: the current maladaptive behavior is working for the student! Find a behavior that serves the same function as the current behavior. Teach a behavior that helps the student achieve the same purpose

faster and easier than the current behavior.

Find an AppropriateReplacement Behavior: Considerations

• Is the student already exhibiting behaviors that could become the replacement behavior?

• Is the new behavior socially acceptable and age- appropriate?

• How much teaching will be required for the student to acquire the new behavior?

• What settings and situations will the student be expected to exhibit the replacement behavior?

Find an AppropriateReplacement Behavior: Examples

Functional Communication Skills• Asking for attention• Asking for help• Requesting an activity• Requesting a break• Appropriately communicating a protest response


Social Skills• Appropriately initiating social interactions

• Saying hello, waving, asking for a high-five

• Socially-appropriate play behaviors• Sharing, waiting for a turn

Incompatible Behavior• Sitting with hands in lap instead of pinching peers• Holding a preferred item to avoid self-injury• Using an outdoor voice on the playground


Problem-Solving Skills• Choice-making• Looking for missing items• Requesting help

Tolerance Skills• Longer wait times for attention• Delays to get reinforcer• Accepting “no” or redirection


Self-Management/Coping Skills• Breathing exercises• Counting to 5• Taking a break in a safe area• Labeling emotions• Sensory activities

Teach the Replacement Behavior•Antecedent Manipulations•Teaching Programs•Strategies to Increase Compliance

•Reinforcement

•Systematic Prompting

Teach the Replacement Behavior: Antecedent Manipulations

There are many different ways to manipulate the learning environment that will decrease the likelihood that the maladaptive behavior will

occur.

The following should not necessarily be considered permanent solutions! Plan to fade

these accommodations as much as possible to create a realistic learning environment and help the student generalize the replacement behavior

across teachers and settings.


Avoid Triggers• Avoid large crowds• Avoid long delays• Avoid repetitive tasks• Avoid non-preferred tasks• Avoid negative language like “No” or “Stop”


Environmental Engineering• Post classroom rules and schedule• Preferential seating• Needed materials are easily accessible• Rearrange room furniture• Create quiet areas• Minimize distracting materials• Play music


Modify Curriculum and Instruction• Appropriate and motivating curriculum• Intersperse mastered tasks with novel tasks• Instructional pacing• Increase reinforcement quality• Limit number of instructions


Provide Structure• Set clear rules and expectations• Preview rules and expectations• Visual schedule• Preferred activities scheduled in daily routines• Planned activities for transition times• Minimize down times• Structuring non-instructional periods, like recess

Teach the Replacement Behavior: Teaching Programs

Strategies include, but are not limited, to:

Teach the Replacement Behavior: Strategies to Increase Compliance

• Behavioral momentum• Offer choices when appropriate• Give clear, effective instructions• Follow through• Assess reinforcers• Systematic prompting

Teach the Replacement Behavior: Reinforcement

Reinforcement Procedures• Pair self with reinforcers• Continuously develop and identify new reinforcers• Label the behavior that is being reinforced• Utilize differential reinforcement: quality over

correctness

Teach the Replacement Behavior: Reinforcement

Types of reinforcement• Specific vocal praise• Non-vocal praise (high-fives, tickling)• Tangibles• Edible• Preferred activities

Teach the Replacement Behavior: Systematic Prompting

Types of Prompts• Physical (prompting hands/body)• Model (demonstrating)• Gestural (pointing)• Positional (proximity of student/object)• Visual (picture, symbol, object)• Verbal (echoic)

Teach the Replacement Behavior: Systematic Prompting

Fading Response Prompts• Most-to-least prompts (fading out)• Least-to-most prompts (fading in)• Time delay (constant or progressive)• Graduated guidance

Always make a plan to systematically fade your prompts!

Address Your Own Emotions


This process is not always straight-forward. Reflect on strategies you have tried and what

has and hasn’t worked. Don’t consider it “giving in” if one strategy is not working! Instead,

analyze your data and try something new. Seek out positive, neutral people who can help you

observe, identify and plan.


If you find yourself getting frustrated, try to label your own emotions. Don’t take student

behavior personally! Focus your energy on the things that you have control over, and try to view

difficult situations as opportunities for learning rather than as stresses to avoid.

Take care of yourself!

Resources

• Powerpoint: “Preschool Autism Class New Staff Training,” FCPS, June 2011

• Powerpoint: “Preschool Autism Class Beginning Hands-on Training,” June 2011

• Lecture: “Strategies to Cope More Effectively with Individual Stress to Build Resilience,” Dr. Robert Brooks, FCPS Special Education Conference, March 2013

Resources

• Powerpoint: “Persistent Behaviors in Need of Replacement: A Basic Process”

• Handout: “Behavioral Intervention Guide – Addressing Student Behavior: A Positive Approach”

• Powerpoint: “Behavioral Series,” presented by ABA Program Specialists, Autism Partnership and Great Strides,” November 2012.

Resources

• Website: “Teaching Appropriate Behavior,” www.projectidealonline.org, July 2013

• Article: “Can Changing My Behavior Toward My Child Improve our Relationship?” Dr. Robert Brooks, July 2013

http://www.projectidealonline.org/

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