Resource File: Instructional Plan for Teaching Replacement Behaviors by Cassie Carlstrom

1. Rationale

cassiecarlstromst06 — 2025-04-13 19:43:49 UTC

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.

2.Identify the Learner

cassiecarlstromst06 — 2025-04-13 19:49:20 UTC

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)

3. Materials

cassiecarlstromst06 — 2025-04-13 19:51:26 UTC

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

4. Instructional Antecedent Arrangement

cassiecarlstromst06 — 2025-04-13 19:55:28 UTC

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

5. Instructional Procedures

cassiecarlstromst06 — 2025-04-13 19:57:50 UTC

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:

Teach the phrase "Can I have a break?" with visual support
Model how to use the break card during work
Provide immediate reinforcement when the break is requested appropriately
Slowly increase the expectation before a break is given (i.e., build tolerance)

6. Evaluation Procedures

cassiecarlstromst06 — 2025-04-13 19:59:25 UTC

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.

7. Generalization

cassiecarlstromst06 — 2025-04-13 20:01:22 UTC

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

TIPS & RECOMMENDATIONS

cassiecarlstromst06 — 2025-04-13 20:14:44 UTC

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!

Sources

cassiecarlstromst06 — 2025-04-13 20:21:58 UTC

Wheeler, John, J., & Richey, David. D. (2019)Behavior Management: Principles and practices of Postive Behavior Interventions & Supports. Pearson.