1. Replacement Behaviors A key in decreasing or eliminating problem behaviors Core Behavioral Consulting, Inc Meredyth Biggs M.Ed. BCBA

2. The Path Problem Behavior Functional Behavior Assessment (FBA) Functional Analysis Hypothesis Statement Behavior Intervention Plan (BIP) Treatment Data Analysis and Plan Revision Core Behavioral Consulting, Inc Meredyth Biggs M.Ed. BCBA

3. Behavior Intervention Plan 1) Identify Target Behavior for reduction 2) Antecedent Interventions -Describe how the motivation to exhibit problem behavior will be reduced by manipulating antecedent events. 3) Replacement Behaviors 4) Consequent Interventions -Describe how the reinforcing contingency that is maintaining the behavior will be removed. Extinction - Describe how you will provide a higher density of reinforcement for the replacement behavior. Differential Reinforcement 5) Measurable Goal 6) Data Collection Plan Core Behavioral Consulting, Inc Meredyth Biggs M.Ed. BCBA

4. Active Adult Responding What are the 3 types of interventions that when used together are likely to create behavior change? A. Functional Behavior Assessment, Behavior Intervention Plan and Data Analysis B. Antecedent, Replacement Behaviors, and Consequent C. Measurable Goal, Data Collection, and Replacement Behaviors Core Behavioral Consulting, Inc Meredyth Biggs M.Ed. BCBA

5. Behavior Intervention Plans “… a behavioral support plan is a document that is designed to change the behavior of adults with the expectation that if adult behavior changes, the behavior of the student will change.” Horner and Sugai, 1999 Core Behavioral Consulting, Inc Meredyth Biggs M.Ed. BCBA

6. Replacement Behavior rB A socially appropriate behavior that serves the same function as the Target Behavior What do we mean, Function? Function = To Get/Obtain or To Escape/Avoid Example: Target Behavior = Aggression Function = to get a toy or item Replacement Behavior = ask for toy or item (if only it were this easy) Core Behavioral Consulting, Inc Meredyth Biggs M.Ed. BCBA

7. Common Target Behaviors and Replacement Behaviors Common Target BehaviorsPossible Function (note FBA is needed to identify function on an individual basis) Possible Replacement Behaviors (note complete BIP is needed to fully support behavior change) Non-complianceEscape/avoid task demands Ask for a break, Negotiate a delay ArguingEscape/avoid demands/ gain access to his/her way Negotiate a delay, Accept no AggressionGain access to his/her way or preferences Ask for the things he/she wants, accept no Non-complianceGain access to attentionAsk for attention (play games, read books, etc together) AggressionEscape/avoid demands (make you go away) Say no, not right now, Ask for a break

8. Yousef the Homework and Silly Dad When Yousef is asked to start his homework, he will throw himself on the floor and yell, “NO!” His Dad immediately removes the homework and says, “We can work on this later.” Target Behavior = ______________ Function (guesstimate) = ________________ Replacement Behavior = __________________ Core Behavioral Consulting, Inc Meredyth Biggs M.Ed. BCBA

9. 1) Select the Replacement Behavior How do you select the ‘right’ replacement behavior? - Matches the function of the Target Behavior - Less effort than the Target Behavior Less effort = Easy - Results in higher density of Reinforcement Higher density of reinforcement = bigger pay off than using the problem behavior Core Behavioral Consulting, Inc Meredyth Biggs M.Ed. BCBA

10. 2) Teach the Replacement Behavior How do you get a child to actually use the socially appropriate behavior? -Practice -do it for your child- have him imitate you -provide prompts/ give visual support -make it fun -reduce the amount of help, support, prompting over time -Reinforce -strengthen the new behavior by rewarding it -Repeat -create a history of using the new behavior and good things happening Core Behavioral Consulting, Inc Meredyth Biggs M.Ed. BCBA

11. Active Adult Responding What should be considered when identifying a replacement behavior? A)The amount of effort required on the part of the child. B)The amount of effort required on the part of the adult. C)The function of the Target Behavior. D)All of the above. Core Behavioral Consulting, Inc Meredyth Biggs M.Ed. BCBA

12. The Story of Tera, the Crying, and the attentive Mom Tera is a non-verbal 3-year-old who cries when she wants things that she cannot obtain. One day Tera is crying and Mom goes to see what’s wrong. Mom picks Tera up and begin’s walking around the house like she usually does. When she passes the back door, she notices that Tera leans outward as if she wants to touch the door. Mom asks, “Do you want to go outside?” Mom opens the door and Tera immediately stops crying. Mom takes Tera outside. Core Behavioral Consulting, Inc Meredyth Biggs M.Ed. BCBA

13. Replacement Behaviors for Tera What’s the function of Tera’s crying behavior? What new behavior (skill) could Tera learn that would replace crying to get things? What could happen if Tera’s mom continues on this path? Core Behavioral Consulting, Inc Meredyth Biggs M.Ed. BCBA

14. The Story of Rishi and his Favorite TV Show Rishi is an 11-year old boy who talks a lot. He has a razor sharp focus and likes to finish what he’s started. His parents need to keep a tight schedule (3 other siblings) and are often asking Rishi to come eat dinner before his show has ended. Rishi consistently argues with them and the sometimes escalates to throwing objects amidst crying and yelling. His dad escorts him to a time out in his bedroom. Rishi almost never watches the complete show. He also never makes it to dinner on time. Core Behavioral Consulting, Inc Meredyth Biggs M.Ed. BCBA

15. Replacement Behaviors for Rishi What is the function of Rishi’s arguing behavior? What is the function of Rishi throwing objects? What new behavior (skill) could Rishi be taught that might replace arguing? Throwing objects? Core Behavioral Consulting, Inc Meredyth Biggs M.Ed. BCBA

16. Active Adult Responding When looking at one scenario of problem behavior, you can identify: A)The function of the problem behavior B)The probable function of the problem behavior C)A logical conclusion Core Behavioral Consulting, Inc Meredyth Biggs M.Ed. BCBA

17. Accepting No Phase 1 PREFERRED to PREFERRED (going from good to good and in some cases good to better) TEACH Contrive multiple opportunities per day for child to accept no. At first these should be situations in which the child is highly likely to accept no. Example: “no, you can't play with trains, but you can go on the Thomas website” REINFORCE- Immediately Fun alternative (i.e. no, but you can _______) Specific verbal praise (i.e. you did a fantastic job accepting no by saying "ok") Point (point system) Remember Practice, Reinforce, Repeat!!!! Don’t jump ahead!!! Core Behavioral Consulting, Inc Meredyth Biggs M.Ed. BCBA

18. Accepting No continued Phase 2 PREFERRED to SLIGHTLY LESS PREFERRED (going from good to good, but not my favorite) TEACH: same as PHASE 1—Contrive MULTIPLE opportunities to practice, however the alternative activity/tangible is slightly lower in reinforcing value (preference assessment must be ongoing to determine preference heirarchy). EXAMPLE: “no, you can't play with trains, but you can play with the truck” REINFORCE Immediately Fun alternative (i.e. no, but you can _______) Specific verbal praise (i.e. you did a fantastic job accepting no by saying "ok") Point (point system) Remember Practice, Reinforce, Repeat!!!! Don’t jump ahead!!! Core Behavioral Consulting, Inc Meredyth Biggs M.Ed. BCBA

19. Accepting No continued Phase 3 PREFERRED TO NOTHING OR NOT RIGHT NOW TEACH: say "no" or "not now", wait 2 seconds, if the child is calm and is accepting no provide immediate reinforcement EXAMPLE: (child wants to play on the iPad– “not right now.” ( wait 2 seconds ) “Thank you for being calm! Would you like to come have a cookie?” REINFORCEMENT: Specific verbal praise (i.e. awesome! way to accept no!) Point (point system) Small edible or tangible (sometimes- VR 4 or other schedule) When the child is consistently accepting no, thin edible/tangible reinforcer schedule Remember to ____________, _______________ and ________________!!! Core Behavioral Consulting, Inc Meredyth Biggs M.Ed. BCBA

20. Active Adult Responding You should avoid giving rewards for things your child should do (is expected to do) so that your child doesn’t get used to and then expect to always be rewarded. A)True B)False Core Behavioral Consulting, Inc Meredyth Biggs M.Ed. BCBA

21. Summary Replacement behaviors are part of effective Behavior Intervention Plans. Replacement behaviors need to be described and steps to teach and reinforce should be written out. Replacement behaviors should be EASY and require LESS EFFORT for the child than the target behavior. Core Behavioral Consulting, Inc Meredyth Biggs M.Ed. BCBA

22. ABA and Teaching Online Resources www.behavioradvisor.com www.behaviorbabe.com www.ttaconline.org www.appliedbehavioranalysis.blogspot.com Core Behavioral Consulting, Inc Meredyth Biggs M.Ed. BCBA