# data[].attributes.attachment_link.readable_text
I am often called in to support challenging behavior after a teacher has tried everything in their toolbox. When I ask what they have already tried, a majority of teachers tell me, "When the student starts to display the behavior of concern, I will tell them to take a break, but they will not ask for a break independently." The teachers' goal was for the student to recognize when they need to take a break before engaging in their undesirable behavior. However, not all students want or need a break at that moment, nor can they generalize the teacher's actions to their own behavior. Teaching a replacement behavior is an extremely effective way to increase desired behaviors (and thus decrease disruptive behaviors). Here are some considerations to improve your implementation.

What exactly is a replacement behavior?

A replacement behavior is often not the long-term desired behavior that a teacher wants the student to engage in but a short-term, alternative behavior that allows the student to meet their need while they are learning the skills to engage in the desired behavior. Replacement behaviors should be easier and more efficient (faster, reliable) than the behavior of concern, meet the same function and be socially acceptable.

For example, when asked to start their work, a student may be taught to request a break (replacement behavior) instead of screaming while they are still learning the skills needed to begin and complete their work when directed. Both asking for a break and screaming allow the student to get out of work (the function), but asking for a break works faster (if adults immediately honor the request), requires less energy and is much more socially appropriate.

How do I choose a replacement behavior?

When choosing a replacement behavior consider the following:

Why is the student engaging in this behavior?

Use the results from a Functional Behavior Assessment to understand why the student is engaging in the behavior of concern, including what the antecedent that cues the behavior might be and the function of the behavior. Some example functions of behavior are access to attention, escape and access to a tangible, such as a toy or game.

What behavior can I teach the student that allows the student to meet the same function?

In order for a replacement behavior to be effective, it must meet the same function as the behavior of concern. For example, if the student engages in the behavior of concern to gain access to a tangible but the replacement behavior being taught is to request time with the teacher, the student will have no desire to engage in the replacement behavior. Instead, the student must be taught a more socially appropriate way to gain access to the tangible, such as handing the teacher a card with a picture of the toy on it or stating, "I want toy."

Is the replacement behavior easier than the behavior of concern?

Individuals engage in behavior that follows the path of least resistance. The more work required, the less likely they are to do something. Replacement behaviors are no different. The replacement behavior should be easier to engage in than the disruptive behavior, both physically and in the ease with which the behavior meets the student's need. Selecting or touching a break card is easier than throwing a chair to get a break. However, if a student's break card is across the room and they have to get up to use it, throwing the chair may be just as easy, if not easier, to do.

Is the replacement behavior more efficient than the behavior of concern?

When the behavior of concern is more efficient than the replacement behavior, the student will continue to use the behavior of concern to get their need met. If hitting the peer beside them results in the teacher immediately providing attention, but raising their hand results in waiting for the teacher to finish whatever they are currently doing, the student is going to keep hitting the peer beside them.

Is the replacement behavior socially appropriate?

A replacement behavior should be an action that is more appropriate to engage in than the behavior of concern. For example, Ulysses rips his math worksheet to get out of doing his work. Ulysses could be taught to say, "I'm not doing that worksheet." While this statement also gets Ulysses out of completing the math worksheet, it is not an action that is typically viewed as acceptable in the school setting. Instead, Ulysses could be taught to request an alternative work assignment that covers the same content but is presented differently.

How do I teach a replacement behavior?

Replacement behaviors should be taught the same way all new skills are taught! The more opportunities the student has to practice the replacement behavior, the more likely they are to use that skill when the antecedent to their behavior occurs. Use a gradual release model in which an adult will model the skill for the student, practice the skill with the student and then allow the student to independently practice the skill with opportunities for feedback.

In this model, first set up a scenario where the student is likely to need to use the skill and have them observe you. Next, have the student talk you through using the replacement behavior. Then, have the student walk through using the replacement behavior with you available to provide immediate, corrective feedback, if needed.

For students who are nonverbal, you may set up a scenario where the student is likely to need to use the skill. Have another adult assist the student in using the replacement behavior through their preferred communication method so you can immediately honor the communication.

For example, many students engage in problem behavior to get out of a work task. Physically put the work task in front of you, indicate to the student that you aren't ready to work and then say, "I want a break." For some students you may also sign or tap a break card to meet their communication needs. Then, put the work in front of the student and have them walk you through what to do or have an adult assist the student in physically showing you how to request the break. When the student says, "I want a break," taps their break card, etc., immediately remove the work. Show individuals their communication has power!

Final thoughts on replacement behaviors

Behaviors create muscle memory in the brain, and at first the antecedent-behavior-consequence chain for the behavior of concern is more likely to be followed. Even if the student "knows" what to do, continue to have them practice using the replacement behavior so that when the antecedent occurs throughout the day, the replacement behavior becomes more likely to be followed.

When you're beginning to develop a Behavior Intervention Plan, consider replacement behaviors that can be taught to the student. The replacement behaviors should be easier, more efficient, meet the same function and more socially appropriate than the behaviors of concern. Examples include a student using a more desirable means of gaining access to a tangible, requesting a break and asking for an alternative work assignment. A gradual release model of teaching a replacement behavior works well even for nonverbal students.

By meeting that functional need through a replacement behavior, the student is practicing the behavior of concern less often and expected school behavior more often. This is always a win in my book.

# data[].attributes.attachment_link.title
Increase Student Learning by Teaching Replacement Behaviors

# data[].attributes.attachment_link.description
I am often called in to support challenging behavior after a teacher has tried everything in their toolbox. When I ask what they have already tried, a majority of teachers tell me, "When the student starts to display the behavior of concern, I will tell them to take a break, but they will not ask for a break independently."

# data[].attributes.attachment_link.title
Positive Behavior Support Quick Tips Handout

# data[].attributes.attachment_link.title
Prob solving to address behavior problems

# data[].attributes.headline
Padlet with classroom behavior management tools for elementary school

# data[].attributes.subject
Padlet with classroom behavior management tools for elementary school

# data[].attributes.headline
Padlet with behavior management tips and tools for middle and high school students

# data[].attributes.subject
Padlet with behavior management tips and tools for middle and high school students

# data[].attributes.attachment_link.readable_text
Big Picture

The functionally equivalent replacement behavior (FERB) is a positive alternative that allows the student to obtain the same outcome that the challenging behavior provided; that is, the student is able to obtain or escape something in their environment in an appropriate, acceptable way.

Rationale

A replacement behavior must be identified prior to trying to reduce or eliminate a challenging behavior; if a replacement behavior is not identified, it is likely that the challenging behavior will continue to persist or manifest in a different way (e.g., instead of hitting, student may begin to engage in self-injurious behavior). Additionally, the intent of a behavior intervention plan is to increase the student's repertoire of positive, appropriate, and safe behaviors which allow them to get their needs met in an effective way.

Key Concepts

If multiple, distinct functions were identified (e.g., escape AND tangible access), multiple FERBs must also be identified.

Example of Two Hypothesized Functions:

To qualify as appropriate and acceptable, the FERB:

Must serve the same function as the problem behavior.

Is NOT the absence of the problem behavior nor the presence of general desired behavior (e.g., "student will comply with directions"; "student will complete work when asked").

Allows the student to get desired outcome in a more adaptive and socially acceptable manner.

Is something the student does (not done by staff or peer).

Is in the student's repertoire or easily shaped, and represents the beginning point for teaching desired behavior.

Is as efficient to perform as the problem behavior.

Have good contextual fit with the setting and situation.

Assessment

When selecting a FERB, a practitioner should consider the following:

Does it connect/logically relate to the hypothesized function? (e.g., if the student is trying to escape, does this FERB allow the student to escape appropriately?)

Is the FERB developmentally appropriate? For example, if a student does not yet understand the use of pictures, a picture card should not be selected as a FERB. Rather, use a developmentally appropriate FERB, such as shaping a more acceptable behavior.
Understanding what communication skills have developed for the student will be an essential component of selecting a developmentally appropriate FERB.

Examples and Non-Examples

Examples and Non-Examples: Escape

Examples and Non-Examples: Attention (from adults)

Back to Functional Factors | Next to Teaching Strategies

# data[].attributes.attachment_link.description
The functionally equivalent replacement behavior (FERB) is a positive alternative that allows the student to obtain the same outcome that the challenging behavior provided; that is, the student is able to obtain or escape something in their environment in an appropriate, acceptable way.

# data[].attributes.attachment_link.readable_text
By Amanda Morin

Respectful redirection is a quick, in-the-moment strategy to give corrective feedback to students. You get your students' attention without making a big deal about it, using a calm tone, neutral body language, and clear, concise wording.

You tell students exactly what they're doing incorrectly and what they should be doing instead with as few words as possible, leaving less room for confusion. (If your school uses a PBIS framework, you may hear this strategy called "error correction.")

Watch: See respectful redirection in action

to see how one teacher uses respectful redirection with her whole class.

Read: How to use this strategy

Set expectations. Before you can start using respectful redirection, make sure your students know what is expected of them in your classroom. These expectations should be reasonable, age-appropriate, and culturally responsive. Knowing your students well will help you create expectations that respect cultural differences and life experiences. Share and review the expectations regularly as part of building your class culture.

When a student doesn't follow a classroom expectation, decide in the moment whether you need to intervene. Ask yourself: What is this behavior communicating? Is it getting in the way of the student's learning or the learning of others?

Also, when you're deciding whether to intervene, remember that some students may look off-task when they're doing things that actually keep them on-task. For example, students who are standing up or fidgeting at their desks may look off-task. But for students who have ADHD, movement can be a strategy that helps them concentrate.

If you decide that you need to use a respectful redirection, follow the steps from the example below.

Scenario: Josh is struggling to have his ideas recognized during group work and keeps interrupting another student.

Step to take

What to say

1. Address the issue as quickly as possible. If your redirection will only be for one student, do your best to speak privately.

Walk to Josh and say quietly and calmly, "Josh, I can tell you really want to share your ideas, but you were talking while Laurel was talking."

2. Describe what the student should do instead by referring to your classroom expectations.

Point to a visual of classroom expectations and say, "In this class, we take turns speaking during discussions. Next time you have an idea to share with the group, wait until the person who is speaking stops, and then share your idea."

3. Explain why the alternate behavior is a better option.

"It's easier for people to listen when one person is talking at a time."

4. Ask the student to demonstrate understanding, either by practicing it immediately or by telling you how they will do it in the future.

"Josh, the next time you want to share your idea when someone else is talking, what could you do?"

5. When the student follows your redirection, provide feedback and reinforcement.

"Josh, the way you waited to speak until after Laurel was finished talking allowed everyone in your group to listen and share their ideas. Well done."

Understand: Why respectful redirection works

Respectful redirection isn't just about telling students to focus on what they're supposed to be doing. It's also about how you say it. Research shows that this type of brief, consistent, systematic correction with feedback has a positive effect on student behavior. How you speak to students - the tone you use, the words you choose, and how much you say - affects the way they respond to you.

Students who learn and think differently especially benefit from this strategy. For students with ADHD, research shows that delayed feedback is less likely to result in positive behavior changes. An immediate redirection helps students recognize cause and effect.

As a predictable framework, respectful redirection can be comforting to students, especially those who have experienced trauma. One of the elements of strong trauma-informed teaching is a safe community. Routines and predictability help to build trust, allowing students to feel safe. They know how the process works and their role in it.

When done successfully, respectful redirection can remove the need for further intervention. Talking to students in a positive, calm manner while giving specific feedback gives them a way to get back on task without needing more information.

Respectful redirection can work at home, too. Share behavior contracts families can use to help their kids learn to replace an inappropriate behavior with a more appropriate one.

Adapt: Use for distance learning

Before using this strategy, make sure your students know what you expect of them during distance learning. Share and review those expectations regularly.

Consider what a student's behavior is telling you. Because distance learning brings new challenges, what may look like off-task behavior may actually be on-task for the situation.

When using respectful redirection during live video lessons, plan for how to speak with students privately. For example, you might send a direct message through the chat feature or talk with them after the lesson.

Research behind this strategy

Tell us what interests you

About the author

About the author

Amanda Morin is the director of thought leadership at Understood and author of "The Everything Parent's Guide to Special Education." She worked as a classroom teacher and early intervention specialist for more than a decade.

Reviewed by

Reviewed by

Brittney Newcomer, MS, NCSP is the associate director of thought leadership at Understood. She has served in public schools for more than a decade as a teacher, evaluator, and curriculum manager.

# data[].attributes.attachment_link.description
Respectful redirection is a quick, in-the-moment strategy to give corrective feedback to students. You get your students' attention without making a big deal about it, using a calm tone, neutral body language, and clear, concise wording. You tell students exactly what they're doing incorrectly and what they should be doing instead with as few words as possible, leaving less room for confusion.

# data[].attributes.attachment_link.title
Prob solving to address behavior problems

# data[].attributes.attachment_link.title
Behavior Problem Solving Planning Form 2014

# data[].attributes.headline
Padlet with social-emotional/ behavioral support materials for teachers

# data[].attributes.subject
Padlet with social-emotional/ behavioral support materials for teachers

# data[].attributes.attachment_link.title
ABC Data Collection with Intensity Scale

# data[].attributes.headline
Padlet with resources for structuring learning routines

# data[].attributes.subject
Padlet with resources for structuring learning routines

# data[].attributes.headline
Padlet with additional resources for SEL

# data[].attributes.subject
Padlet with additional resources for SEL

# data[].attributes.attachment_link.description
Teacherstack helps manage and organize classroom tasks such as station rotations (centers), seating charts, and displaying to-do tasks for students.

# data[].attributes.attachment_link.title
Behavior Specific Praise Practice (PBIS Teacher Training Companion Video)

# data[].attributes.attachment_link.title
Reinforcement System Tutorial for Children with Autism

# data[].attributes.attachment_link.readable_text
The purpose of this document is to summarize evidence-based, positive, proactive, and responsive classroom behavior intervention and support strategies for teachers. These strategies should be used classroom-wide, intensified to support small group instruction, or amplified further for individual students. These tools can help teachers capitalize on instructional time and decrease disruptions, which is crucial as schools are held to greater academic and social accountability measures for all students.

What needs to be in place before I can expect these strategies to work?

The effectiveness of these classroom strategies are maximized when (a) implemented within a school-wide multi-tiered behavioral framework (MTBF), such as school-wide positive behavioral interventions and supports (PBIS) ( www.pbis.org); (b) classroom and school-wide expectations and systems are directly linked; (c) classroom strategies are merged with effective instructional design, curriculum, and delivery; and (d) classroom-based data are used to guide decision making.

There are three main parts to this guide on classroom strategies:

1. Interactive map with corresponding tables, tools, and tips: The interactive map provides the links to the document with the content to support the implementation of the essential features of these classroom strategies.

2. Self-Assessment and decision-making chart: these tools are intended to help guide the user to the parts of the document that will be most useful.

3. Scenarios: Two scenarios are provided to extend learning and provide concrete examples of using these classroom strategies and how to use many of the tools suggested in this document in consortium.

# data[].attributes.attachment_link.title
Supporting and Responding to Behavior: Evidence-Based Classroom Strategies for Teachers

# data[].attributes.attachment_link.description
The purpose of this document is to summarize evidence-based, positive, proactive, and responsive classroom behavior intervention and support strategies for teachers. These strategies should be used classroom-wide, intensified to support small group instruction, or amplified further for individual students.