VCU Autism Center for Excellence



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?

Slide 13: How do we teach a replacement behavior?

• You can think R.E.P.L.A.C.E. :

o R: Read student’s body language

o E: Evaluate student’s environment

o P: Prompt the new response

o L: Link the new response to reinforcement

o A: Act it out

o C: Create new opportunities

o E: Evaluate success

Transcript:

After you determine the replacement behavior you are going to teach, it is important to teach the student that the NEW behavior works just as well as the old behavior. In order to teach this new behavior, you can think R.E.P.L.A.C.E. This stands for:

R: Read the student’s body language

E: Evaluate the student’s environment

P: Prompt the new response

L: Link the new response to reinforcement

A: Act it out

C: Create new opportunities

E: Evaluate success

Slide 14: The R and E of R.E.P.L.A.C.E.

• R stands for read the student’s body language.

• Monitor for warning signs that he or she may be about to engage in the behavior.

• E stands for evaluate environment.

• Read environment and use this time to teach replacement behavior.

Transcript:

The first letter in R.E.P.L.A.C.E. is R, which stands for read the student’s body language. As a paraprofessional, you will learn to read your student’s body language. Can you often tell when they are starting to get frustrated? Are there any signals you can pick up on that gives you an, ‘Uh oh, we’re off course,’ alarm? Often there are. It is important as a paraprofessional to closely monitor your students and to watch for any warning signs that he or she may indeed be about to engage in the behavior. If there are any signs, this is a great time to teach the replacement behavior.

The second letter is E, which stands for Evaluate the environment. This goes hand in hand with reading the body language of the student. If you know your students and understand the function of their behaviors, then you will also know if there are things in the environment that may set the stage for the behavior. For example, with Dwight, it is known when there is independent work he is likely to try to leave class. We can read the environment and use this as a time to teach the replacement behavior.

Steps one and two are really about understanding when to teach the new skill.

Slide 15: The R of R.E.P.L.A.C.E.

Video example – Read Body Language

Notice:

• Lloyd is working on his assignment.

• The paraprofessional notices his body language.

Transcript:

In this video, you are going to see Lloyd. He is working on his assignment but the paraprofessional notices his body language.

Teacher: Ok, six minus three. Count down from six.

Lloyd: Six.

Slide 16: The E of R.E.P.L.A.C.E.

Video example – Prompt Help

Notice:

• The paraprofessional notices Lloyd’s body language and the scissors near him.

Transcript:

In this video, the paraprofessional notices not only Lloyd’s body language but also that there are scissors close to him that could be a dangerous object if he were to throw them.

Lloyd: I cut these.

Teacher: Ok, I see you’re having some problems. We’re going to cut these pictures out. Then we’re going to glue them to um to each face, ok?

Lloyd: Ok.

Teacher: All right.

Lloyd: How do I cut the faces?

Teacher: You go around like this, ok? Like this, ok? All right? Can you do the next one? I see you struggling, do you need help? What do we say?

Lloyd: Please.

Teacher: Help please.

Lloyd: Help please.

Teacher: Good job. Here we go, we cut.

Slide 17: The P and L of R.E.P.L.A.C.E.

• P stands for prompt the new skill.

• L stands for link the new skill to reinforcement.

• Prompt the student to use the new skill and immediately provide reinforcement.

Transcript:

The next two letters are about how to teach it. P stands for PROMPT the new skill and L refers to LINK the new skill to reinforcement. In order for the student with ASD to learn the ‘right’ way you must prompt the student to use the new skill and then immediately provide reinforcement for performing it.

Let’s look at an example. Lloyd starts to turn red in the face. The paraprofessional knows that these body language indicators mean that Lloyd is struggling with his assignment and wants to escape the situation. Therefore, the paraprofessional scans the environment, cues the teacher to come over, and immediately prompts Lloyd to raise his hand and say, “I need help.” The paraprofessional prompted Lloyd before he started hitting and throwing items. The reinforcement for Lloyd was his teacher immediately provided help and gave Lloyd a token. This example represents the first four letters of our acronym. The paraprofessional did the following: Read Lloyd’s body language, Evaluated the environment, Prompted Lloyd to ask for help, and LINKED asking for help to receiving help and getting a token.

Slide 18: The P of R.E.P.L.A.C.E.

Video example – Prompt Help

Notice:

• The paraprofessional prompts Lloyd to ask for help rather than engage in interfering behaviors.

Transcript:

In this video, the paraprofessional working with Lloyd prompts him to ask for help rather than engage in the interfering behaviors.

Lloyd: Nine minus one.

Teacher: Do you need help?

Lloyd: Mmm hmm.

Teacher: What do you need to do? Raise your hand, ok?

Lloyd: Ok.

Teacher: All right.

Lloyd: Ok.

Teacher: All right; five minus one. You’re going to count down.

Lloyd: Five, four…

Teacher: Ok.

Slide 19: The L of R.E.P.L.A.C.E.

Video example – Reinforce Help

Notice:

• Lloyd is working on his math.

• The paraprofessional provides him with reinforcement when he asks for help.

Transcript:

While Lloyd is working on his math work in this video, his paraprofessional provides him with reinforcement for asking for help rather than engaging in the interfering behaviors.

Teacher: All right, do this row.

Lloyd: All right. Nine plus, nine minus three. Eight, nine, eight, seven.

Teacher: Do you need help?

Lloyd: Mmm hmm.

Teacher: What do we do? What do we say?

Lloyd: Please.

Teacher: Help please.

Lloyd: Please.

Teacher: I really like the way you said help please. Ok?

Lloyd: Ok.

Teacher: All right. So you have nine or count down remember.

Slide 20: The A and C of R.E.P.L.A.C.E.

• We want to create opportunities to work on new skill!

• A stands for act it out.

• C stands for create new opportunities.

• Practice skill over and over again to increase use of skill.

• Create new opportunities for student to practice that seem staged.

Transcript:

Teaching ‘in the moment’ that the interfering behavior could occur is the best way to teach the NEW skill. But we can’t always assume we will be able to teach in the moment or have enough opportunities to teach in the moment. Therefore, we also want to create opportunities to work on this new skill.

Now we can look at the A and C of our acronym. A stands for act it out and C refers to create new opportunities. When teaching a new skill, it is important to practice the skill over and over again to increase use of the skill. Acting situations out allows the student to practice the new skill under different circumstances and receive feedback about the new behavior in a way that is less threatening for the student. As a paraprofessional, you should create new opportunities for the student to practice that almost seem staged. This means you are not acting them out in isolation, but staging situations in the classroom with help from the teacher. Let’s look at Lloyd again. The teacher and paraprofessional could plan to give Lloyd a difficult assignment 3 times per school day and immediately teach him to ask for help when he gets the assignment. This gives him many practice opportunities!

Slide 21: The A of R.E.P.L.A.C.E.

Video example – Practice Help

Notice:

• Lloyd and the paraprofessional are going to practice asking for help.

Transcript:

In this video, we are going to see Lloyd and the paraprofessional. They are going to work on practicing asking for help.

Teacher: When you need help, what do you need to say?

Lloyd: Please.

Teacher: I need help please. What’s the first thing we’re going to do? How about sit up straight, and we’re going to do what? Raise our hand and say I need help please.

Lloyd: Mmm hmm.

Teacher: Ok. Can we do that? Ok in your room when you’re doing your work and you had a problem, what would you do? And?

Lloyd: I, I need help please.

Teacher: Good job. We raise our hand and we say I need help please. Ok?

Lloyd: Ok.

Teacher: Let’s do it again. All right, you ready? All right your having problems with your work. What are you going to do?

Lloyd: I need help please.

Teacher: Good job.

Slide 22: The C of R.E.P.L.A.C.E.

Video example – Teacher / Para Discuss Help

Notice:

• The teacher and paraprofessional are discussing Lloyd’s interfering behavior.

• They want to discuss how they can expand on what he has learned into other settings.

Transcript:

In this video, we are going to see the teacher and paraprofessional discussing Lloyd’s interfering behavior and how they can expand on what he has learned into other settings.

Teacher: How are things going for Lloyd?

Paraprofessional: It’s going well. He’s raising his hand you know sometimes I have to prompt him to raise his hand but he’s doing well. Music was a little off today. Um, it felt like he didn’t want to do the instrument like he’s supposed to, he wanted to throw them. But I put him back on track so pretty well.

Teacher: Well maybe next time you go to music and they pass out the instruments just make sure he gets his last that way you’ll be there to redirect him and prompt him if he decides he wants to throw it again.

Paraprofessional: Ok, that will work. Other than that, Lloyd’s doing fine.

Teacher: That’s good to hear.

Slide 23: The last E in R.E.P.L.A.C.E.

• Last E stands for evaluate success.

• Evaluation should drive decision-making for student’s program.

• If replacement behavior is not being used MORE than interfering behavior, then it is not working!

Transcript:

Finally, the last E in R.E.P.L.A.C.E. stands for evaluate success. This means that along with the teacher, you would evaluate the effectiveness or ineffectiveness of the new behavior. Evaluation should drive your decision-making for the student’s program. After the student has successfully learned the new replacement behavior, if the replacement behavior is not being used more than the interfering behavior, then it is not working! Do not continue to use a replacement behavior that does not work. Go back to the function of the interfering behavior and see if that function has changed or was not accurately identified.

Slide 24: The last E of R.E.P.L.A.C.E.

Video example – Evaluate Success

Notice:

• The teacher and paraprofessional discuss progress on the interventions.

Transcript:

In this video, the teacher and paraprofessional who work with Lloyd are discussing Lloyd’s progress given the interventions on which they have been working.

Teacher: I’m looking at Lloyd’s data and it looks like he’s doing really well. Seems like he’s not really throwing as many tantrums and throwing things.

Paraprofessional: No he’s not. He’s doing pretty good and keeping with the tantrum level being down. But I’m noticing him having some fidgeting and everything.

Teacher: Fidgeting a lot?

Paraprofessional: Mmm hmm.

Teacher: So um, maybe his reinforcer’s not working that well anymore? We might have to look for some new reinforcers for him.

Paraprofessional: Ok.

Teacher: We might have to try out some new reinforcers.

Slide 25: When do we teach a replacement behavior?

• Teach student right before they engage in interfering behavior.

• Teach behavior through ‘acting it out’ or staging new opportunities.

• Teach new skill when interfering behavior is actually occurring.

Transcript:

Because replacement behavior is so important, let’s discuss again, when we should teach it.

When teaching a new behavior, there are three options for situations to teach. First, we can teach the student right before they engage in the interfering behavior. This would be the most optimal situation. When we catch the student before they engage in the interfering behavior, we can prevent the interfering behavior from happening and give more power to the replacement behavior.

Second, we can teach the behavior through ‘acting it out’ or staging new opportunities. Essentially, this strategy looks at practicing the replacement behavior frequently. Set up as many opportunities as you need to help the student to learn this new, valuable skill.

Third, we can teach the new skill when the interfering behavior is actually occurring. Dwight tends to be very motivated, particularly for attention. Therefore, he will perform the action that gains him attention from others in the quickest and easiest way possible; running out of the room. The paraprofessional ignores the running and prompts Dwight to ask for attention. Then, the paraprofessional acknowledges Dwight’s request and talks with him. The reason you teach the new skill when the interfering behavior is occurring is to make sure you are not continuing to reinforce the WRONG behavior. Remember, Dwight needs practice asking for attention because he has practiced running away for several months. Therefore, we need to break the habit!

Slide 26: Maintaining a replacement behavior

• Reinforce! Reinforce! Reinforce!

• “Better than before, give ‘em more!”

• We have to compete with interfering behavior by reinforcing what we want student to do more.

Transcript:

Reinforce! Reinforce! Reinforce! When teaching a replacement behavior, we must make sure our reinforcement is more powerful than before! I like to think of the motto, “Better than before, give ‘em more!” In the beginning, a new behavior requires a high rate of reinforcement to establish the new behavior. The interfering behavior has received a high rate of reinforcement in the past or it wouldn’t have continued. Therefore, we have to compete with the interfering behavior by reinforcing what we want the student to do more. For example, Lloyd throws items and hits items to escape a hard assignment. We would want to teach Lloyd to ask for help, instead of throwing and hitting items. We want to create new opportunities multiple times throughout the day, and when he asks for help, we give him immediate help, praise and other reinforcement he may enjoy.

Slide 27: Don’t sabotage reinforcement efforts!

• Make sure interfering behavior is not receiving any reinforcement that might maintain it.

• Teach student what to do; don’t direct attention to interfering behavior.

Transcript:

Most importantly, we want to make sure we do not sabotage our reinforcement efforts. Essentially, we want to make sure the interfering behavior is not receiving any reinforcement that might maintain it. Let me give you an example. Lloyd is our second grade student who yells out in class. As a paraprofessional, you have reinforced his hand raise at a high rate over the last week. However, he still is yelling out in class. By reminding Lloyd NOT to yell out on occasion, you inadvertently maintained the interfering behavior. This is very common. Make sure your hard work pays off! It is important to make sure NO attention is given to the interfering behavior once a replacement behavior is introduced. Therefore, a discreet prompt might be the paraprofessional modeling a hand raise without speaking. In this situation, you are teaching the student what to do and not directing attention to the interfering behavior.

Slide 28: Think About It!

• Find Think About It! entitled: Sean.

• Behavior: Sean says his peer’s name repeatedly in class, during instruction.

• Function: Peer attention.

• Can you think of possible options for altering consequences and teaching an alternative or replacement behavior to Sean?

Transcript:

Now it’s your turn to apply what you have learned about teaching replacement or alternative behavior. In your packet find the Think About It! entitled: Sean. Let’s look at the case study of Sean. Sean enjoys social interaction with his peers so during class time, while the teacher is instructing, Sean will often say his peer’s name trying to gain his attention. If the peer responds to Sean they both get into trouble which makes the peer unhappy with Sean. The teacher is tired of the constant disruption to instruction and tries to think of a few ways to teach Sean an alternative or replacement behavior that will achieve the same outcome of peer attention without disrupting the class.

Let’s first identify the behavior that Sean is demonstrating in class. You should have identified that Sean says his peer’s name repeatedly during class instruction. Now, let’s identify the function of the behavior. It would appear that the function of the behavior is to gain peer attention.

Can you think of possible options for altering the consequences and teaching an alternative or replacement behavior to Sean? Try to brainstorm at least two options.

Slide 29: Thoughts

• What did you think about Sean?

• Teacher can teach Sean to earn time with his peer after instruction is complete.

• Teacher to teach peer to stop or redirect Sean when he begins calling out his name.

Transcript:

What did you think about Sean? Let’s look at two possible options for teaching an alternative behavior. First, the teacher can teach Sean to earn time with his peer after instruction is complete. In this example, Sean could be given a token for every minute he does not call out his peer’s name. When he reaches a set number of tokens he can work with the peer on the class assignment. This provides Sean with attention, receiving the token, during instruction and provides him social time working on an in-class assignment with his preferred peer.

The second option is for the teacher to teach the peer to stop or redirect Sean when he begins calling out his name. He can teach the peer to hold up his hand to Sean and quietly say wait and immediately return his attention to the teacher. This provides Sean with brief attention from the peer and redirects him to pay attention to the teacher. Following the period of instruction Sean and the peer can have five minutes to socialize.

Slide 30: R.E.P.L.A.C.E.

Video example – Reinforce Help Sequence

Notice:

• The entire sequence of R.E.P.L.A.C.E. including:

o Read student’s body language.

o Evaluate environment.

o Prompt student.

o Link response to reinforcement.

Transcript:

Let’s take just a moment to review. We spent a lot of time looking at the individual pieces of REPLACE but let’s look one more time at what it looks like to put it all together. In this video, you will see the entire sequence of how to read the student’s body language, evaluate the environment, prompt the student, and link the response to reinforcement.

Lloyd: Seven.

Teacher: Do you need some help? Help please.

Lloyd: Help please.

Teacher: Good job. All right, seven.

Lloyd: Seven.

Teacher: Good job.

Lloyd: Seven, six, five.

Teacher: All right, good job. You get a happy face, ok? You’re doing a good job saying help please, ok?

Lloyd: Ok.

Teacher: Good job. So what’s your answer?

Slide 31: Summary

• Determining and teaching replacement behavior is a critical part of any intervention plan.

• Replacement behavior should serve same function as interfering behavior.

• Replacement behavior should be as effective as interfering behavior.

• When there is interfering behavior, we want to use R.E.P.L.A.C.E.!

Transcript:

Determining and teaching a replacement behavior is a critical part of any intervention plan. Since the interfering behavior is effective for obtaining or avoiding something, the student needs to be directly taught a new skill. The student does not know the behavior is interfering; they just know it works for them! The replacement behavior you teach should serve the same function as the interfering behavior. The replacement behavior should also be as effective as the interfering behavior. We must teach the new skill frequently throughout the student’s school day. Powerful reinforcement is provided when the student uses the replacement behavior effectively. Remember, when there is an interfering behavior, we want to use our acronym: R.E.P.L.A.C.E.!

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