How can educators modify a student’s behavior?

Page 3: Replacement Behaviors

During the FBA process, educators focus on measuring the behavior they want the student to engage in less often (i.e., target behavior). As they transition into developing and implementing a BIP, however, their attention must shift toward the more desirable behaviors they want the student to engage in more often (i.e., replacement behaviors). The goal of a BIP is to make a student not only stop displaying an interfering behavior but learn to engage in a replacement behavior—a positive alternative behavior that serves the same function as the target behavior.

A successful BIP promotes the student’s use of a replacement behavior that is functionally equivalent (i.e., serves the same function as the target behavior). A replacement behavior often involves the student communicating their needs, rather than engaging in an interfering behavior, to access reinforcement. For example, if a student’s outbursts are reinforced by receiving more computer time, the identified replacement behavior must also allow the student to access the computer—but in a more acceptable way. A functionally equivalent replacement behavior might be asking for five more minutes of computer time. Although likely not a practical long-term solution, it is important to begin with a more appropriate replacement behavior that helps the student access the preferred activity. The table below illustrates replacement behaviors commonly associated with each behavioral function.

Note: Communication can take a variety of forms, both verbal and non-verbal. For example, a student might request a break by asking directly, using sign language or another hand signal, pointing to a visual cue, or placing a break card on their desk.

Educators often expect BIPs to directly result in students consistently engaging in desired behaviors that are aligned with class and school-wide expectations. These expectations usually include behaviors that support academic engagement (e.g., following directions, completing assignments) and positive social interactions (e.g., taking turns, resolving conflicts). However, it is unrealistic to expect a student to immediately replace an interfering behavior with a fully developed appropriate behavior. Typically, this is because such behaviors are not functionally equivalent to the target behavior. For instance, if a student makes jokes and comments to gain peer attention, asking them to work silently on independent assignments would not address the function of accessing peer attention.

In addition to being functionally equivalent, a replacement behavior should:

• Provide a better payoff than the target behavior—The reinforcement from the replacement behavior needs to be powerful enough to outweigh that of the target behavior. This happens when the replacement behavior results in one or more of the following:
  • A greater amount of reinforcement
  • More immediate reinforcement
  • Higher-quality reinforcement
  • Reinforcement that is easier to attain
• Be socially valued across different settings and people—Socially valued behaviors are those that are accepted and encouraged by others and are applicable to multiple real-world contexts (e.g., raising hand to speak, making polite requests). Such behaviors are more likely to be naturally reinforced, which reduces the student’s reliance on formal interventions and promotes long-term maintenance of the replacement behavior.
• Align with the student’s cultural background—The replacement behavior should be chosen carefully to ensure that it reflects the student’s cultural norms and values and is acceptable within their cultural context.
  x

  cultural norm

  DEFINITION_DEFINITION_DEFINITION_DEFINITION

• Be informed by student input as appropriate—Educators might involve the student in brainstorming replacement behaviors (e.g., raise their hand, hold up a card, or use a gesture to access teacher attention). Students might also weigh in on the age appropriateness and cultural alignment of proposed replacement behaviors.

Sometimes, teams might want to outline a series of replacement behaviors that build on each other to ultimately lead to long-term desired behavior. For instance, if a student frequently calls out in class to gain attention, the first step might be teaching them to appropriately request attention using a hand signal. During this stage, educators must reinforce communicative replacement behaviors consistently and immediately. Once the student is routinely using this replacement behavior effectively, the focus could shift to teaching the student to delay gratification by waiting for a designated time to ask questions.

Interview: What might a series of replacement behaviors look like? What should teams keep in mind when moving from one to the next? [Teacher interview to speak to the realistic aspects of this]

Activity

Regarding Presley, her replacement behavior must address the underlying function of her target behavior (i.e., initiating forceful physical contact with another person’s body). Remember, the hypothesized function of Presley’s behavior is to escape from peer interactions. Choose the best replacement behavior for the team to focus on when developing Presley’s BIP:

Presley will keep her hands and feet to herself.	IS a replacement behavior Is NOT a replacement behavior Try again. This description is passively stated because it states what Presley does not do.
Presley will play appropriately with her peers.	IS a replacement behavior Is NOT a replacement behavior Try again. Angry and violent are not observable or measurable behaviors.
Presley will use scripted phrases or communication cards to request space or alone time.	IS a replacement behavior Is NOT a replacement behavior Feedback: Correct! This description includes all three criteria.
Presley will apologize to her peers if she hurts them.	IS a replacement behavior Is NOT a replacement behavior Try again. “Intentionally” cannot be observed.