copyright ernsperger replacement behaviors module 10

Copyright Ernsperger

Replacement Behaviors

Module 10


Review

• Reinforcement Strategies– Negative and positive reinforcement

• Reinforcement Hierarchy

• Guidelines for reinforcement

• Token Economy systems

• Can’t teach any new skills without reinforcement


Replacement and/or Alternative Skills

• Review BIP and function of behavior

• Teaching replacement skills should result in:– Meeting the same function or purpose for the

student– Teaching a skill which can be implemented

across settings– Efficient and effective alternative for the student


Replacement Skills for ASD

• Power and Control– Choice Making– Compliance Training (reviewed in a later Module)

• Stress Management Skills– Sensory Management

• Social Skills– Attention Seeking

• Communication– PECS– Pragmatics


Example

• If the student is running away from the table or from work demands, the behavior is a function of Escape

• Therefore, the replacement behavior is to teach the student to request a BREAK

• This can be taught with a visual for Break or teaching to expressively ask for a break

• The replacement behavior meets the same function as the target behavior


Replacement Skill:Functional Communication Assessment

• As part of the student profile, the team should ask the following:

• Can the student adequately:– Express their wants and needs– Request help– Protest or refuse– Initiate a social interaction– Ask for affections or comfort


Back to School Ideas!

• Picture Exchange Communication System: PECS: Expressive

• Pyramid Products (www.pyramidproducts.com)• Not just the use of visual supports: Receptive• Intended to increase and expand language• Students are taught to approach and give a

picture of a desired item to a communicative partner in exchange for that item.

http://www.pyramidproducts.com/


Pragmatics and AS

• Pragmatics involve vocal inflection, volume, body language, and hidden meanings?

• Teaching Pragmatics as a replacement behavior is part of a proactive plan

• Do YOU want to do that?

• Do you WANT to do that?

• Do you want to do THAT?


Communication Impairment

• Students with ASD may be able to use language quite effectively to discuss topics of interest, but they have tremendous difficulty expressing anger, sadness, frustrations, and other emotive messages.

• Problem Behaviors are therefore selected to communicate emotions

• Jacob: blurting out inappropriate comments


Back to School Ideas!Replacement Skills

Social Scripting


Replacement Behaviors for Power and Control

• If the function of behavior is power and control- provide the student with more choices

• Forced choices throughout the day– With one a preferred choice– Visual of “Choices”– Teach “Choice making”– Provide A+ reinforcement for choice making– Follow a compliance program– Have student choose activities for schedule from a

choice board


Favorite quote from Dr. Lori:

“There is no tug of war……

IF you don’t pick up your end of the rope”


Replacement Behavior:Stress Reduction Skills

• Skill must be able to be implemented across settings

• Should not appear odd or more disruptive• Build on a current adaptive skills• Teach in a structured setting• Provide a non-verbal cue• Implement sensory diet to reduce stress


Replacement Skill: Visual Pictures depicting stress and frustration


List of Potential Skills

• Deep breathing• visualization• Counting• Squeeze ball• Break time• Listen to music• Walk/Pace

• Read• Talk to a trusted

person• Massage or vest• Jumping• Swing• Head down


Back to School Idea!

5-Point Scale Poster:

allows students to identify at various points of the day the state of their emotions as a means of learning to better self-regulate. The 5-Point Scale is featured with ample white space for writing multiple names, scenarios, various behaviors.


Replacement Skill: Social Skills Training

• Appropriate and effective social skills are the best predictor of positive, long term outcomes for people with special needs

• Foundation upon which many other crucial skills are built

• Often the first priority for families


List of Potential Social Skills

• Emotions• Reading verbal and

non-verbal cues• Conversation

starters/greetings• Making a friend• Abstract thinking

• Giving and Receiving Compliments

• Tone of voice• Eye Contact• Emotions• Joining a game


Social Skills Instruction• Pictures• Video Modeling = EBP

– www.modelmekids.com (DVD’s for teaching social skills)• Role-play• Direct Instruction• Scrapbook of Emotions

– Happy or Sad Book• Incidental teaching• Social Skills Training = EBP• Social Stories = EBP

http://www.modelmekids.com/


Social Stories (Gray, 1996)

Select a clear goal or desired outcomeWrite in the first personUse Wh questions as an outlineWrite positive behaviors and outcomesVisual and concrete informationConsider a student’s cognitive levelProvides the individual with the opportunity to

practice a new or difficult behavior Include already acquired skills (strengths)Older Students: Include student in writing the

Social StoryAntecedent Strategy


Replacement Skills Overview

• Identify function of behavior• Select one replacement skill or alternative skill

– The Replacement behavior must serve the same function

• Write the goal and objectives• Determine the reinforcement• Develop curriculum• Select data collection methods• Review Reactive Program


Assignment

• Web Exploration: Positive Behavior Supports and read the file “What is PBS?”

• Web Exploration:– Rethink Autism- read instructions and take notes as

there will be a question on the final exam regarding the 3 steps for teaching “Come Here”

• Case Study- Replacement Behaviors for this module

• No quiz this week• Field Experience Students Only: Lesson Plan,

Video, and Self-reflection due.

copyright ernsperger replacement behaviors module 10

Documents

breakthe replacement

student profile

function of escapetherefore

compliance programhave

school ideas

choice makingfollow

new skills

use of visual supports