# data[].attributes.body
This sample of a behavior replacement plan includes many of the features recommended in the text for the development of a replacement behavior plan. The target behavior is identified, and the function of the behavior is also identified. The plan is individualized to the learner but lacks a view of his strengths or likes/ dislikes. This is an important aspect of developing a plan for replacement behavior because this helps educators decide what types of replacement behaviors should be chosen and the types of responding strategies (Wheeler, 2018, 231).

Ongoing assessment and monitoring are included in this plan, as these are crucial elements in a behavior replacement plan. They allow educators to track the progress of the learner, identify barriers, and make necessary adjustments to the strategies and interventions. Regular assessment helps in evaluating the effectiveness of reinforcement strategies, ensuring that they are motivating and reinforcing the desired behavior consistently. It also promotes generalization and maintenance of the replacement behavior in various settings and over time. Ongoing assessment fosters collaboration and communication among educators, parents, and professionals involved in the learner's education. By incorporating these aspects into the plan, educators can maximize the effectiveness of the replacement behavior interventions and support the learner in achieving meaningful and lasting behavioral change.

References

What Are Replacement Behaviors and What Do We Need To Know to Be Effective? (2024). Autism Classroom Resources. Retrieved February 17, 2024, from https://autismclassroomresources.com/what-are-replacement-behaviors-and-wha/

Wheeler, J., & Richey, D. (2018). Behavior Management: Principles and Practices of Positive Behavior Supports. Pearson.

# data[].attributes.body
This is a great resource template for developing a replacement behavior plan and includes a plan sheet for teaching the replacement behavior. The sample also includes key examples of what to include in the plan, how to evaluate the student, and the behaviors needing replacement. It lacks the space to identify or provide a record of students' past behaviors or antecedents. This can be an important aspect for educators to decide if this is a recurring behavior and track the progression of the behavior. However, this resource could be used as an initial tracking form and a way to begin developing a behavior replacement plan. This sample plan should also add a space to identify the rationale for the plan and goals for the set objective within the plan (Wheeler, 227, 2018). It also needs to have a space to explain how the educator will record and monitor the student’s progress using this plan. Overall, this plan could be used as a great starting point for educators to begin developing the replacement behavior plan.

References

Vanderbilt University. (2021). Teaching Placement Skills. Large Landscape Teach. Retrieved February 17, 2024, from https://cdn.vanderbilt.edu/vu-web/lab-wpcontent/sites/96/2020/02/04141306/Large-Landscape-Teach-.pdf

Wheeler, J., & Richey, D. (2018). Behavior Management: Principles and Practices of Positive Behavior Supports. Pearson.

# data[].attributes.body
This sample is an effective and valuable resource for educators. It provides a comprehensive framework for developing and implementing behavior intervention plans that are tailored to meet the unique needs of students with special education requirements. This guide offers a step-by-step approach with practical strategies and techniques to address challenging behaviors and promote positive behavior change. The inclusion of how to teach the replacement behaviors is provided in a detailed manner and helps educators work through the process proficiently with adequate guidance. The practice guide also aligns with the principles discussed in the text and focuses on behavior intervention plans, and emphasizes the importance of individualized approaches and ongoing assessment (Wheeler, 2018, 232).. This resource follows these principles by emphasizing the need to assess the function and context of the behavior, develop individualized goals, and regularly monitor progress. It provides educators with practical tools and a step by step guide to develop and implement a behavior replacement plan or behavior intervention plan.

References:

Wheeler, J., & Richey, D. (2018). Behavior Management: Principles and Practices of Positive Behavior Supports. Pearson

Idaho Department of Education. (2020). BIP Practice Guide. Idaho Department of Education. Retrieved February 18, 2024, from https://www.sde.idaho.gov/sped/sped-manual/files/chapters/chapter-5-individualized-education-programs/Behavior-Intervention-Plan-Practice-Guide.pdf

# data[].attributes.body
References

Idaho Department of Education. (2020). BIP Practice Guide. Idaho Department of Education. Retrieved February 18, 2024, from https://www.sde.idaho.gov/sped/sped-manual/files/chapters/chapter-5-individualized-education-programs/Behavior-Intervention-Plan-Practice-Guide.pdf

Vanderbilt University. (2021). Teaching Placement Skills. Large Landscape Teach. Retrieved February 17, 2024, from https://cdn.vanderbilt.edu/vu-web/lab-wpcontent/sites/96/2020/02/04141306/Large-Landscape-Teach-.pdf

What Are Replacement Behaviors and What Do We Need To Know to Be Effective? (2024). Autism Classroom Resources. Retrieved February 17, 2024, from https://autismclassroomresources.com/what-are-replacement-behaviors-and-wha/

Wheeler, J., & Richey, D. (2018). Behavior Management: Principles and Practices of Positive Behavior Supports. Pearson.