Strategies to Teach Replacement Behaviors

Escape (e.g., activity, demands, social interaction)

Sample Prevention StrategiesModify expectations, materials, instructions,

seating arrangements, ways child is expected to respond, and etc. to reduce the need for escape

Use choice, manipulatives, peer support, child interests, etc. to reduce child desire to escape

Reduce distractions or competing events, materials, etc. that may contribute to desire to escape

Escape (e.g., activity, demands, social interaction)Sample Prevention Strategies (continued)

Use visual supports, activity Use visual supports, activity schedules, social stories, timers, schedules, social stories, timers, first/then boards, selecting the first/then boards, selecting the reinforcer prior to activity, etc. to reinforcer prior to activity, etc. to support child to engage in undesired support child to engage in undesired activity, interaction, or demandsactivity, interaction, or demands

Use self-management to assist child in Use self-management to assist child in completing difficult activities or completing difficult activities or approaching avoided social approaching avoided social interactionsinteractions

Escape (e.g., activity, demands, social interaction)Possible Replacement Skills

Request breakRequest break Set work goalsSet work goals Request helpRequest help Follow schedule Follow schedule Participate in Participate in

routine routine Choice Choice Self-managementSelf-management

Say “No”Say “No” Say “All done”Say “All done” Identify and express Identify and express

feelingsfeelings Use supports to Use supports to

follow rulesfollow rules Anticipate Anticipate

transitionstransitions

Escape (e.g., activity, demands, social interaction)

Possible Responses To Challenging Behavior Redirect/cue to use Redirect/cue to use

appropriate “new appropriate “new replacement skill” replacement skill” and then allow and then allow escapeescape

Cue with Cue with appropriate appropriate prevention strategyprevention strategy

State “exactly” State “exactly” what is expectedwhat is expected

Offer alternativesOffer alternatives

Use “wait-time”Use “wait-time” Praise/reinforce Praise/reinforce

when replacement when replacement skill is performedskill is performed

Respond in a way Respond in a way that does NOT that does NOT maintain maintain challenging challenging behaviorbehavior

Obtain (e.g. attention, object, activity)

Sample Prevention Strategies

Modify activities, materials, instructions, Modify activities, materials, instructions, repsonse mode, task length or other repsonse mode, task length or other modifications that will reduce need to request modifications that will reduce need to request helphelp

Provide peer support, scheduled interaction Provide peer support, scheduled interaction with adult, more frequent attention or other with adult, more frequent attention or other strategy to reduce need to request attentionstrategy to reduce need to request attention

Use activity schedule, social stories, visual Use activity schedule, social stories, visual schedules, or scripts to provide child with schedules, or scripts to provide child with information on when access to desired object, information on when access to desired object, event, interaction, or activity will occurevent, interaction, or activity will occur

Obtain (e.g. attention, object, activity) Sample Prevention Strategies (continued)

Use completion contingency, first/then Use completion contingency, first/then schedules, etc. to support child in schedules, etc. to support child in understanding when access will occurunderstanding when access will occur

Use choices, manipulatives, child Use choices, manipulatives, child interest, etc. to distract or support child interest, etc. to distract or support child during times when access can not be during times when access can not be providedprovided

Use timers or reinforcement delay Use timers or reinforcement delay signal to let child know when access to signal to let child know when access to activity, object, attention, etc. will occuractivity, object, attention, etc. will occur

Obtain (e.g. attention, object, activity)

Possible Replacement Skills

Follow Follow scheduleschedule

Participate in Participate in routineroutine

Self-Self-managementmanagement

Request helpRequest help Teach delay of Teach delay of

reinforcementreinforcement

Request Request attentionattention

ChoiceChoice Ask for a hugAsk for a hug Ask for a turnAsk for a turn Ask for itemAsk for item

Obtain (e.g. attention, object, activity)

Possible Responses To Challenging Behavior

Redirect/cue to use Redirect/cue to use appropriate “new appropriate “new replacement skill”replacement skill”

Cue with Cue with appropriate appropriate prevention strategyprevention strategy

State “exactly” State “exactly” what is expectedwhat is expected

Offer choicesOffer choices

Use “wait-time”Use “wait-time” Praise/reinforce Praise/reinforce

when replacement when replacement skill is performedskill is performed

Respond in a way Respond in a way that does NOT that does NOT maintain maintain challenging challenging behaviorbehavior

Prevention: ChoiceChoice can be offered using photographs, visuals, or actual objects

When used as a prevention strategy, choices must be offered explicitly and personally to the child

Choices should represent options of desirable activities or materials

Prevention: Social StoriesSocial stories provide a script for the child

about social situations and expectationsThe story is written from the child’s

perspectiveThe story includes descriptive, perspective,

and directive sentencesThe story must match the child’s symbolic

and receptive communication level

Prevention: Self-ManagementIdentify an observable behavior that the

child will self-manageVisually display behaviors for the child Provide instruction to the child on the

targeted skillGive child a mechanism to monitor

engagement in the behavior through a checklist or chart

Provide positive attention to the child for engaging in the behavior and using the self-monitoring system

Teaching Replacement SkillsTeach alternative behavior to challenging behavior

Replacement skills must be efficient and effective (i.e., work quickly for the child)

Consider skills that child already has

Make sure the reward for appropriate behavior is consistent

Functional EquivalenceIdentify an acceptable way that the child can

deliver the same messageMake sure that the new response is socially

appropriate and will access the child’s desired outcome

Teach the child a skill that honors that function of the behavior (e.g., if child wants out of activity, teach child to gesture “finished”)

NOW WE TEACH!NOW WE TEACH!

“If a child doesn’t know how to read, we teach.”

“If a child doesn’t know how to swim, we teach.”

“If a child doesn’t know how to multiply, we teach.”

“If a child doesn’t know how to drive, we teach.”

“If a child doesn’t know how to behave, we…… teach?… punish?”

“Why can’t we finish the last sentence as automatically as we do the others?”

–Tom Herner (NASDE President ) Counterpoint 1998, p.2

Behavior Management GuidelinesRedirect

Simplify task

Change the environment

Teach communication alternative

In the BeginningTeach the rulesDefine vague or abstract terms

RespectListeningAppropriate

Practice understandingReinforce

Theory of Mind A lack of understanding that other people

have their own plans, thoughts, and points of view

Central coherence – the ability to get the gist

An egocentric view of the world

Teacher AttentionAsk: Does the student know how to gain

attention?Direct instruction in how to access attention

from the teacher or other adults Social scripts Power Cards

Initially, must reinforce every time correct procedure is followed.Then, increase time between reinforcement.

Social Scripts Target one behavior at a time Personal to that student Use pictures and an appropriate reading

level Tells exactly what we want the student to do

and say Teaches the desired behavior

Using Polite Words

I am in kindergarten and I am learning how to act at school.

I need to use my polite words.

Sometimes my teacher tells me to do something.

When my teacher tells me to do something, I will say, “OK.”

OK

Sometimes I may bump into one of my friends.

When I bump into one of my friends, I will try to say, “Excuse me.”

Excuse Me

If I do not want to do something, I will try to say, “No thank you.”

No, thank you.

When I want something I will try to say, “Please.”

Please

Everyone is happy when I use my polite words.

Power Cards Presents a short scenario, written in first

person Describes how the child’s “hero” solves a

problem A small card, the POWER CARD, recaps how

the child can use the same strategy to solve a similar problem

1. Stop & take a deep breath

2. Ask an adult if you can go to a quiet area to have a few minutes to calm down.

3. Talk to an adult, like a teacher, and work on a solution.

Power Card

Visual Cues

Peer AttentionAllow time to “teach”

the classRead to younger

studentsMagic

Teaches the importance of attention to speaker

Builds self-esteemCan be used as a

reinforcer for appropriate behavior

Reinforcement for Attention

Time with preferred personUse a timerLet student drive conversation

Make an appointmentStudent insists on taking instructional time

with extra informationLet student know you are interested and

make appointment at lunch, recess, before school, etc

Attention cont’d.Set up instructional situations where there

are opportunities for frequent attentionThe reporter for group workJournaling

Must trust that preferred adult is the only one reading the entries

Pri

vacy

Cir

cles

Conversation TopicsThe weatherClothes (outer)UnderclothesYour healthThe other person’s

healthSpace and planetsPeople you likeYour religionThe other person’s

religionFood

Your or someone else’s skin rash

The cost of the other person’s car

Your menstrual periodYour address and

phone numberYour family’s incomeThe other person’s

bad habitsFamily argumentsHomework/schoolwork

EscapeDirect instruction in reasonable methods for

terminating an activity or demand.Differentiating instruction

Varying small group & large group instructionLearning Style InventoryStudent Interest Survey

First/Then

Escape Due to Academic Difficulties

Inconspicuous ways to ask for helpUse of special interests to teach conceptsBehavioral momentum

Compliance with a low probability request persists when preceded by the high probability sequence

First must determine which requests have a high probability of compliance

Reinforcers for EscapeTime away from demands or

undesired tasksTime in a location where no demands

are placed on person

TangibleGain access to an item or activity

Usually relates to students with developmental disabilities

Gain power & controlLeads to power struggles between student &

teacher/parentMaybe “saving face” behaviorsFeeling a lack of power and control over

anything in their life. Victim of circumstances

Strategies for Power IssuesAvoid asking questions

Are you ready to read?Wouldn’t you like to finish your math?

Limit verbal interactionSet limits

ClearConciseEnforceableReasonable

Strategies cont’d.First/ThenWhat if? ChartPositive Antecedent Strategies

EncouragementStructuring Incentives

“Students who are in their seats when the bell rings can choose where they sit tomorrow.”

Everyone who has their class work completed gets one free homework ticket

Strategies cont’d.Hype

“Wow! I’ve got a ten minute free computer time for anyone earning 90% or better on the quiz. I’ve loaded a really great game so let’s see who gets to try it out first.”

Mystery Motivators“Sure I Will”Use more Dos than Don’ts

Strategies cont’d.Allow for choices

Younger children – teach Red & Green Choices

“You can work on this assignment now, or during lunch.”

Group contingenciesLotteryCompliance Matrix

Settling an Argument!Settling an Argument!

Compromise

Go Your Separate

Ways

Discu

ss it Later

Flip a Coin

Scissors, rock,

paper

Get

Hel

p fr

om a

Med

iato

r

Talk

Abo

ut

Diff

eren

ces

Cal

mly

Agree to

Disagree

Visual lists and reminders help

Reminders &Checklists

Coping SkillsTeaching FeelingsThe Incredible 5-Point ScaleA “5” Could Make Me Lose ControlRelaxation TechniquesJournalingCartooning

ExpressingFeelings &

Needs

The Final WordIt is not fair to expect anyone to exhibit a

behavior which has never been taught.

The key to changing inappropriate behaviors is replacing them with appropriate behaviors that serve the same function.

“If the intervention fails… you don’t blame the kid… You blame the plan.”

Lucllle Eber