Teaching Replacement Behavior
Slide 1: Teaching replacement behavior
Taryn Goodwin, BCBA
Training Associate
Slide 2: Introduction
· Replacement behavior is an appropriate behavior that takes the place of the interfering behavior.
· We will discuss:
o What is a replacement behavior?
o Why do we teach replacement behaviors?
o How do we determine which replacement behavior to teach?
o How do we teach a replacement behavior?
o When do we teach a replacement behavior?
o What do we need to do to maintain a replacement behavior?
Transcript:
Once we have implemented a number of proactive strategies to reduce the possibility the behavior will occur, we will want to look at how we can replace the behavior with something more suitable. When supporting interfering behaviors, a core component of our intervention plan is to teach a replacement behavior. A replacement behavior is an appropriate behavior that takes the place of the interfering behavior. Remember, behavior is communication! The interfering behavior has been the student’s way of accessing what they want and what they don’t want. Therefore, we cannot expect to change the student’s behavior without giving them a replacement behavior that achieves the same outcome.
In this presentation, we will discuss:
· What is a replacement behavior?
· Why do we teach replacement behaviors?
· How do we determine which replacement behavior to teach?
· How do we teach a replacement behavior?
· When do we teach a replacement behavior?
· What do we need to do to maintain a replacement behavior?
Slide 3: What is a replacement behavior?
· A person needs something to do instead of that behavior.
· A replacement behavior can be:
o A new behavior
o A behavior the student already performs
· Identify the function of interfering behavior so you can choose a replacement behavior of equal or less effort.
Transcript:
When we want to decrease an interfering behavior, it is important to remember that we can’t just expect the person to stop that behavior without giving them something to do instead of that behavior. If we were to simply implement the intervention that has the student STOP the behavior, it is very likely they will just find another problem behavior to get what they want! For example, if we simply have Dwight stop leaving the room, we may be successful in making this happen. However, Dwight will probably start doing other behaviors to get attention. For example, he may start yelling out in class or climbing on furniture!
A replacement behavior can be a new behavior or a behavior the student already performs. The intent of the replacement behavior is to show the student that they can get what they want more effectively and efficiently. Therefore, you must identify the function of the interfering behavior so you can choose a replacement behavior of equal or less effort. Think about it, screaming does not take a lot of effort but it gets results! It’s important that the replacement is easy for the student to perform.
Slide 4: Define the interfering behavior
· Know function or purpose of the interfering behavior before determining replacement behavior.
Transcript:
It is important to know the function or purpose of the interfering behavior before determining a replacement behavior. Otherwise we may either inadvertently reinforce interfering behavior or try to teach behavior that won’t accomplish the same thing as the interfering behavior.
Remember Dwight? Immediately, his team determined his unsafe behavior must be addressed. After collecting data, the team found that Dwight typically leaves the room when he is left to do independent work assignments. The function or purpose is identified as attention. We know this because he has never left the room during one-on-one time with a teacher. Our next step is to identify what we can teach Dwight to replace leaving the classroom with something more appropriate that achieves the same purpose. In this instance, we do not want to teach him how to ask to leave the room. Instead, we want to teach him how to ask for attention! Remember, it is attention he wants. Therefore, this will be the replacement behavior we teach!
Slide 5: Replacement behavior examples
1. Interfering behavior: Blurting out answers
Function: Attention
Replacement behavior: Raise hand
2. Interfering behavior: Throwing work items on floor
Function: Escape
Replacement behavior: Ask for a break or say, “Done.”
3. Interfering behavior: Interrupting a conversation
Function: Attention
Replacement behavior: Say, “Excuse me”
4. Interfering behavior: Banging head
Function: Attention
Replacement behavior: Ask for help
5. Interfering behavior: Hitting peers when they walk in class
Function: Attention
Replacement behavior: Wave and say, “Hello.”
6. Interfering behavior: Biting
Function: Sensory
Replacement behavior: Chew gum
7. Interfering behavior: Hits teacher to get toy
Function: Tangible
Replacement behavior: Ask for toy
8. Interfering behavior: Skin picking (related to anxiety)
Function: Escape
Replacement behavior: Ask for hall pass
Transcript:
In this chart, you will see common interfering behaviors in the left hand column, the function in the middle column, and a potential replacement behavior in the right hand column. Please note that these are just a few examples. Replacement behaviors may change based on a student’s age and preferences.
Starting at the top left corner of the chart, if you had a student who was blurting out answers in class, the function might be attention and a potential replacement behavior could be raising their hand. If a student is throwing work items on the floor, he or she may be trying to escape. In this case, you might teach the replacement behavior of asking for a break for saying, “Done.” If a student is interrupting a conversation and the function was attention, you could teach the student to say, “Excuse me.” If a student is banging his or her head and is seeking attention, you might teach the student to ask for help. If the interfering behavior is hitting peers when they walk in class and the function is attention, you may teach the student to wave and say, “Hello,” as the replacement behavior. If a student is biting and you determine the function is sensory, you might use chewing gum as a replacement behavior. If a student hits his teacher to get a toy, you might assume the function is tangible and then teach the student to ask for the toy instead of hitting. Finally, if the student is picking his or her skin related to anxiety and the team determines the function is escape, you could teach the student to ask for a hall pass rather than picking at his or her skin.
Slide 6: Why teach replacement behaviors?
· Student will use a replacement behavior instead of interfering behavior.
· When confronted with a new and similar situation, the student will know what to do.
· Replacement behavior should be more socially acceptable than interfering behavior.
Transcript:
Now that we have identified what replacement behaviors are, it is important to know why you teach replacement behaviors. First, when a student has effectively learned a more appropriate replacement behavior, they will then hopefully use that behavior instead of the interfering behavior. Second, it is important to teach replacement behaviors, so when a student is confronted with a new and similar situation in the future, the student will know what to do. For example, a student hits his peer to gain her attention on the playground. The replacement behavior of tapping his peer’s arm to gain her attention is introduced. Given new situations, like gaining a peer’s attention at the mall or in the hallway at school, the student will hopefully tap him or her on the arm. Third, it allows the student to access their environment to the full extent because the replacement behavior should be more socially acceptable than the interfering behavior. Essentially, a student can spend more time enjoying an activity or receiving attention from others. As you think back to our presentation on dignity and respect, every student with ASD has the right to access what they need or don’t need in the most effective and efficient way. It is our job to teach them to use appropriate tools to access what they need or don’t need, so that their dignity is preserved.
Slide 7: Using a proactive approach
· Always use proactive strategies first!
· Important for us to implement an intervention to replace interfering behavior.
· Knowing the function will help us choose a replacement behavior.
Transcript:
As we begin to discuss decreasing interfering behavior, I want to take a moment to refer back to the presentation on using a proactive approach. Remember, always use proactive strategies first! When the environment and instruction match the student’s needs, the student is less likely to engage in interfering behaviors.
After we have implemented proactive strategies, it will be especially important for us to then implement an intervention to replace the interfering behavior. A good behavior support plan will do both of these components.
Let’s look at an example. Lloyd will throw items and hit when he wants to escape completing an assignment. The teacher decides to implement a visual support outlining what he needs to do to complete the assignment. She also gives him fewer problems to complete. The proactive supports were intended to increase his independence and feeling of success. Now, that the teacher has proactive strategies in place, the teacher starts teaching him to raise his hand and ask for help. Over time, the goal is for Lloyd to ‘raise his hand’ instead of throwing items and hitting items.
Remember, knowing the function will help us choose a replacement behavior.
Slide 8: How do we determine which replacement behavior to teach?
· Tips to determining a replacement behavior:
1: Find the function.
2: Determine what the student should do instead of the behavior.
Transcript:
Once it has been determined that the interfering behavior is impacting the student’s ability to access learning, relationships, and the community, you can begin to identify a replacement behavior. Here are tips to determining a replacement behavior:
· Tip 1: Find the function.
· Tip 2: Determine what the student should do INSTEAD of the behavior.
Think about Dwight. We identified that the function of Dwight leaving the room without permission was to obtain attention. First, preventative or proactive strategies are introduced. In Dwight’s case, the teacher gives Dwight a lot of attention before independent work. If Dwight‘s behavior of leaving the room decreases with the use of preventative strategies, then you celebrate the success. However, you will want to now teach him the replacement. For Dwight, the team decides to teach Dwight to use a “visit card” to give him another way to access attention and to use a “I need help” card to obtain help and attention. Over time, the goal would be for Dwight to use the “visit card” to hand to the teacher to get attention during independent work time rather than leaving the room.
Slide 9: “I need help” card
Video example – Help Card
Notice:
· Dwight has been given a task to complete.
· Dwight is given a visual support to ask for help.
Transcript:
In this video, you will see Dwight. He has been given a task to complete. His teacher finishes giving him the task and then walks away. You will see that Dwight has also been given a visual support to ask for help.
Teacher: All right, Dwight, here’s folder number four. Just match the shapes.
Dwight: Ok. Here we go.
Teacher: Here you go. Here’s your sheet.
Dwight: Ok. Here goes. Here goes nothing. Here goes nothing. Nothing, nothing. Ms. G, I need help a pencil.
Teacher: You need a pencil?
Dwight: Nope, I need help with a pencil.
Teacher: Do you need help with a pencil or do you need a pencil?
Dwight: I need help getting a pencil.
Teacher: Ok, let Ms. G go get you a pencil. Thank you for asking.
Slide 10: Visit card
Video example – Visit Card
Notice:
· Dwight has been given a “visit card” to use.
· He can use this to gain attention from his teacher instead of running away.
Transcript:
In this video, you will see a different visual support for Dwight to use. He has been given a “visit card” to request time to visit with the teacher rather than gaining attention by running away.
Teacher: All right, Dwight, here’s folder number three. Let’s read the directions. It says put the pictures in the right box. So there you go.
Dwight: Are you sure you’re going to ask for medicine yet. Are you sure?
Teacher: There you go.
Dwight: Here I go. You can come here for a visit.
Teacher: Hi Dwight. Is everything ok?
Dwight: Hi. Yeah, everything gonna be good.
Teacher: Yeah, did you call me over to talk?
Dwight: Yeah, I have the perfect song.
Teacher: Are you feeling ok?
Dwight: No, I just, I just, I think I feel uncomfortable.
Teacher: Oh, you think you feel uncomfortable? Is your cough hurting your throat?
Dwight: Yeah.
Teacher: Oh, I’m sorry.
Slide 11: Think About It!
· In your packet find Think About It! entitled: Samantha.
· Samantha frequently yells her teacher’s name to get her attention in class.
· Take a minute and think about a possible replacement behavior for yelling teacher’s name.
Transcript:
In your packet find the Think About It! entitled: Samantha. Let’s look at Samantha. Samantha frequently yells her teacher’s name to get her attention in class. You will want to pause the presentation and take a minute and think about a possible replacement behavior for yelling the teacher’s name.
Slide 12: Thoughts!
· What did you come up with?
o Teach Samantha to raise her hand.
o Reinforce desired behavior of raising her hand.
Transcript:
What did you come up with? One idea for a replacement behavior would be teaching Samantha to raise her hand. Yelling the teacher’s name and raising her hand both achieve the same outcome which is teacher attention. When teaching a replacement behavior it is imperative that the student is reinforced for demonstrating the desired behavior. For Samantha, when she raises her hand the teacher will immediately call on her and provide verbal praise for the hand raising behavior by saying something like “Great job raising your hand, Samantha.” The teacher specifically identifies the behavior for which she is praising Samantha which reinforces or strengthens the likelihood that the behavior will occur again. You may have come up with another replacement behavior. Did your answer serve the same function of obtaining attention as her yelling out in class?