# data[].attributes.body
Teaching replacement behaviors is essential when addressing problem behaviors that interfere with learning, peer interactions, or classroom routines. Instructional programs must include a brief rationale of why the skill should be taught and the overall importance to the child's well-being (Wheeler & Richey, 2019). Family and cultural values must be respected; parents and the student should have input, including the plan's development, the replacement behaviors, and future planning if needed. Instruction must focus on teaching an appropriate alternative that serves the same function (e.g., gaining attention, avoiding tasks, accessing items).This approach is positive, proactive, and skill-building, ensuring students learn socially appropriate ways to meet their needs.

# data[].attributes.body
Name:

Grade/Age:

Disability/Support Needs: (e.g., Autism Spectrum Disorder, ADHD, Emotional Disturbance)

Current Challenging Behavior: (Describe – e.g., yelling to avoid work)

Function of Behavior: (e.g., escape, attention, access to tangibles, sensory)

Likes and dislikes: (Describe- e.g., doesn't like chocolate, enjoys listening to music)

# data[].attributes.body
A list and description of any instructional materials that the teacher, paraprofessional, or student will be using for the instructional program (Wheeler & Richey, 2019). Examples may include:

Visual supports (e.g., cue cards, picture schedule)

Social stories or video models

Reinforcement tools (stickers, tokens, preferred items)

Data collection sheets

Communication aids (AAC device, sentence starters, PECS, etc.)

Task materials related to the classroom environment

# data[].attributes.body
The teacher will describe how materials will be introduced to the student and other instructional processes relevant to the instructional setting and delivery (Wheeler & Richey, 2019), including but not limited to the following:

Minimize known triggers (noise, difficult transitions, unclear instructions)

Provide clear, consistent routines and expectations

Pre-correct or prime student before problem contexts

Arrange teaching moments during naturally occurring situations (e.g., during group work, independent time)

Use visual cues or verbal prompts to prompt replacement behavior before problem behavior occurs

# data[].attributes.body
List and describe how the skill(s) will be taught, including goals, objectives, task analysis, and teaching strategies that will be used, prompt hierarchy, and error correction procedures (Wheeler & Richey, 2019).

Teach the replacement behavior explicitly:

Use modeling, role-play, and guided practice

Explain when, how, and why to use the new behavior

Ensure the replacement behavior is easier or more efficient than the problem behavior

Use prompts as needed, then fade them over time

Example:

Target Problem Behavior: Screaming to avoid work
Replacement Behavior: Asking for a break using a break card
Instruction Steps:

1. Teach the phrase "Can I have a break?" with visual support

2. Model how to use the break card during work

3. Provide immediate reinforcement when the break is requested appropriately

4. Slowly increase the expectation before a break is given (i.e., build tolerance)

# data[].attributes.body
Use baseline assessment, data collection forms, or other types of data collection to determine how progress will be assessed and measured throughout the instructional plan. Collect daily data on the frequency of problem behavior and the frequency and accuracy of replacement behavior. Record the use of prompts, including the setting (e.g., classroom, hallway, before school, during lunch, etc.).

Charts and graphs can be used to analyze trends easily. Ensure there are periodic team reviews to assess, discuss, and revise as needed.

# data[].attributes.body
Practice replacement behavior in multiple settings (e.g., classroom, cafeteria, playground)

Involve multiple adults (teachers, aides, specialists) in prompting and reinforcing the behavior

Use natural reinforcement: If the student asks for help, ensure help is given

Gradually fade support and reinforce independence

# data[].attributes.body
Recommendations (Browder, D.M. (2001):

a. Skills need to be defined, and data sheets need to be created and used to assess the skill(s) and determine the instructional objective(s) related to mastery skill.

b. Define the specific teaching methods used, including prompts, feedback, and the development of systematic instructional plans.

c. Determining when, where, how, and why the skill(s) will be taught before implementing the instructional plan.

d. Student performance must be evaluated and reviewed daily, weekly, or bi-weekly. Progress needs to be recorded. Based on the recorded data, modify the program to fit the individual needs.

TIPS:

Keep expectations consistent and provide immediate, meaningful reinforcement when the student uses the replacement behavior. Track progress and celebrate small wins!

# data[].attributes.body
Wheeler, John, J., & Richey, David. D. (2019)Behavior Management: Principles and practices of Postive Behavior Interventions & Supports. Pearson.