Replacement Behaviors & Interventions
Hi there! How are you? It’s so nice to see you here!
Last week we discussed how behavior is a form of communication with a purpose of letting those around them get a better understanding of their wants, needs and desires.
Learners can, at times, struggle with effectively communicating those things and then convey their message with concerning behaviors that could be socially inappropriate or dangerous.
As a behavior analyst and special educator, using the 4 main functions (Sensory, Escape, Attention and Tangible) allows insight into what the learner is seeking but also how to help the learner still get access to what they’re wanting but in a more appropriate way.
How do we do that?
Replacement Behaviors
Interventions
Replacement Behaviors are behaviors that serve the same function as the original target behavior but are more socially appropriate and effective in helping the learner achieve the same result. These behaviors “take the place” of the original target behavior of concern.
Some replacement behaviors cannot occur at the same time as the original target behavior, being called “incompatible behaviors.” But more on that at another time.
What are some examples of replacement behaviors?
Screaming at others → Asking for help when something is too difficult to accomplish on their own
Throwing an item for an activity → Asking for a break when mad about the next activity
Remember, replacement behaviors should be functionally equivalent; they get the same result in a more prosocial way.
Interventions are skill building strategies. They are put into place to support the learning of the replacement behavior the learner is being taught.
This is where the magic happens. This is the “how” of “how do we replace the behavior?
This is where changes can be monitored to know if what is in place is helpful for the learner.
What are some examples of interventions?
Using functional communication training to provide the learner with phrases they can use to communicate their needs in a more prosocial way.
A visual schedule to break down upcoming events when transitions can be challenging.
Interventions provide the “how”, the “learning” of that replacement behavior.
Interventions support the building of the skills the learner needs to continue with success in better communicating their wants, needs and desires.
How can we support behavior at home?
We always want to make sure we’re first looking at the function of the behavior. Then we can determine an appropriate, functionally equivalent behavior the learner can demonstrate that will get them the same response.
If your child has a behavior intervention plan in place at school and demonstrates similar behavior at home, this is a great place to begin to look. You can always use it as a starting point to gauge what is in place and what is or isn’t working already for them.
Always keeping in mind, though, what we’ve mentioned here before:
Does the behavior look the same or different between places?
Is the function the same or different between places?
I would love to support you and your family in brewing better behavior & special education supports at home
through a free 15-minute Coffee Break to find out just what your family’s cup needs.
Be sure to follow us this week on Instagram @coffeemugsandclipboards as we bring this weeks information to life!
