Virtual Strategies: Replacement Behaviors

Ashley Bauer Author

08/28/2023 Added

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Replacement Behaviors Video

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[00:00:00.780]Replacement behaviors are appropriate alternatives
[00:00:04.530]to problematic behaviors.
[00:00:06.840]There are two main types of replacement behaviors.
[00:00:10.260]There are functionally equivalent replacement behaviors,
[00:00:13.800]and those meet the same function or need
[00:00:16.260]or have the same outcome as the target problem behavior.
[00:00:20.460]But in a more appropriate way,
[00:00:22.770]there's also incompatible replacement behaviors.
[00:00:25.920]And that just means that when the learners engaged
[00:00:28.470]in that incompatible replacement behavior,
[00:00:31.320]they cannot also be engaged in the target problem behavior
[00:00:34.890]at the same time.
[00:00:36.960]We teach replacement behaviors
[00:00:39.630]to increase those appropriate ways of meeting needs
[00:00:43.950]and therefore decrease or eliminate
[00:00:46.470]the need for an inappropriate way to meet that function.
[00:00:51.210]The way that we teach replacement behaviors is
[00:00:53.700]by first identifying a target problem behavior
[00:00:57.600]that you would like to see decrease or eliminated,
[00:01:01.440]and then hypothesize
[00:01:03.300]why you think that behavior is happening, right?
[00:01:06.120]What do you think that function
[00:01:07.650]or those functions are for that problem behavior?
[00:01:10.530]Why is the student engaged in that behavior?
[00:01:13.740]Once you have a hypothesized function
[00:01:16.680]or functions of that behavior,
[00:01:20.070]then you can think about,
[00:01:21.480]what's a better way to meet that same need, right?
[00:01:25.410]What's the functionally equivalent way
[00:01:28.770]to appropriately meet that need?
[00:01:31.860]And then you'll have to devise a plan
[00:01:34.500]for teaching that new skill and monitoring that for progress
[00:01:38.250]and making changes as needed.
[00:01:40.320]We always wanna go
[00:01:41.340]to functionally equivalent replacement behaviors first
[00:01:44.640]if we can.
[00:01:45.990]So finding a better way to meet that need
[00:01:48.600]and teaching in that skill.
[00:01:51.000]If you cannot find
[00:01:52.620]a functionally equivalent replacement behavior,
[00:01:55.800]then you can start considering
[00:01:57.540]those incompatible replacement behaviors
[00:02:00.330]where the student just can't engage in that problem behavior
[00:02:05.070]because they're doing something that is incompatible to it.
[00:02:09.120]So let's give some examples of this.
[00:02:11.280]If I was going to teach
[00:02:12.930]a functionally equivalent replacement behavior
[00:02:16.320]for a student who is ripping up his worksheets
[00:02:18.780]because he wants to get out of doing the work, right,
[00:02:21.480]that's what I'm hypothesizing the function to be,
[00:02:24.000]is he wants to escape or avoid that work task.
[00:02:28.260]So if I'm thinking about a replacement behavior
[00:02:31.050]that meets that same function or that same need,
[00:02:34.440]I'm gonna think about what's an appropriate way
[00:02:37.830]to escape or avoid work tasks or worksheets.
[00:02:44.010]And a more appropriate way would be to ask for a break
[00:02:46.710]or to ask to do something different
[00:02:49.560]so that gets the student away from the work,
[00:02:52.980]like they want, right?
[00:02:54.210]It gets that escape or avoidance.
[00:02:56.460]But it's a more appropriate way of getting that need met
[00:02:59.280]rather than ripping up worksheets.
[00:03:01.890]So it's functionally equivalent
[00:03:04.200]and it's more socially appropriate.
[00:03:07.410]And that's a great replacement behavior skill to teach in.
[00:03:11.190]And how I would go about teaching that is
[00:03:14.520]directly kind of one-on-one repeatedly
[00:03:18.720]and doing some instruction, some modeling,
[00:03:22.440]some rehearsal of that skill and giving feedback right away.
[00:03:27.060]And repeated practice is best for these skills
[00:03:30.090]so that they can be built in as quickly as possible,
[00:03:33.390]and then the student can start
[00:03:34.710]using that appropriate replacement behavior
[00:03:37.440]and no longer need to use the problem behavior
[00:03:40.980]to meet that need.
[00:03:43.770]If I'm doing an example
[00:03:45.300]of an incompatible replacement behavior,
[00:03:50.580]let's say I have a student
[00:03:52.080]who she can't keep her hands to herself when she's in line,
[00:03:56.820]and I don't really have like a different skill
[00:04:00.150]that I wanna teach in place of that,
[00:04:02.580]I just wanna get rid of that behavior.
[00:04:04.830]So I'm gonna choose the incompatible replacement behavior
[00:04:08.100]of her crossing her arms
[00:04:10.470]or keeping her hands in her pockets.
[00:04:13.290]So if she has her arms crossed to herself
[00:04:17.280]or she has her hands in her pockets,
[00:04:19.800]then she cannot also engage in the target problem behavior
[00:04:24.480]of touching other peers in line at that same time.
[00:04:28.740]So it's an incompatible behavior.
[00:04:31.650]I have to directly teach and practice incompatible behaviors
[00:04:35.430]just like I would directly teach and practice
[00:04:37.470]those functionally equivalent replacement behaviors.
[00:04:41.220]You have some examples in the additional resources section
[00:04:45.570]for this virtual strategy
[00:04:47.370]that will show you
[00:04:48.660]some functionally equivalent replacement behavior options
[00:04:52.140]for some of the kind of common target problem behaviors.
[00:04:57.900]So you can look through that,
[00:04:59.490]and hopefully that will help you
[00:05:01.620]in choosing what behavior to teach in.
[00:05:06.030]And another thing is that once you're teaching these skills,
[00:05:10.890]these appropriate ways of meeting that function or that need
[00:05:17.280]or if you're teaching an incompatible behavior,
[00:05:20.850]the learner should be reinforced
[00:05:22.920]for using the appropriate or incompatible behavior
[00:05:26.670]every single time at first when you're teaching these skills
[00:05:30.120]because we wanna show them that that works for them,
[00:05:32.820]that it gets that need met really effectively.
[00:05:36.660]And then after they've got that skill and they've learned it
[00:05:40.290]and they know how to use it, right,
[00:05:42.090]they know how to use the appropriate replacement behavior,
[00:05:46.260]then we can start to fade it out
[00:05:48.960]and not reinforce it every single time.
[00:05:51.690]So an example of this would be, you know,
[00:05:54.900]if we go back to the learner who was learning
[00:05:57.060]to ask for a break or to do something different
[00:06:01.170]instead of doing the worksheets,
[00:06:03.630]at first, I would give him the break immediately
[00:06:06.450]every single time that he asks for that break
[00:06:09.810]or asks for something different.
[00:06:11.310]I would say,
[00:06:12.337]"I love how you used your words.
[00:06:13.950]You know, here's something else that you can do,"
[00:06:16.020]or, "Here's a break that you can take.
[00:06:17.580]Let's set the timer," right?
[00:06:20.040]And then after he's gotten good at asking for a break
[00:06:25.140]and is not using the problem behavior
[00:06:28.290]of ripping up worksheets anymore to get that break,
[00:06:31.800]then I could start to delay the reinforcement.
[00:06:36.540]So maybe he asks for a break and I say,
[00:06:39.067]"I like how you asked,
[00:06:40.110]but first I need you to do this and this,
[00:06:42.240]and then you can take your break," right?
[00:06:44.820]Or, "Nice job using your words, but not right now.
[00:06:47.610]You can take a break in x amount of minutes,"
[00:06:50.490]or, "You can take a break after this."
[00:06:53.340]So you can kind of push off that reinforcement
[00:06:56.550]a little bit, right?
[00:06:59.340]Just baby steps, right?
[00:07:01.170]So push it off a little bit,
[00:07:03.210]and then a little bit more, and a little bit more.
[00:07:05.550]And sometimes he gets a break right away when he asks
[00:07:08.340]and sometimes he has to wait for it.
[00:07:10.830]And that's true for all of your students.
[00:07:13.980]So it becomes a lot more natural with time.
[00:07:17.640]But at first,
[00:07:18.510]when you are directly teaching
[00:07:20.850]these replacement behavior skills,
[00:07:23.190]they should be reinforced immediately every single time.

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