Introduction to Applied Behavior Analysis (ABA) Online Tutorial
	Module 6: Reducing Problem Behaviors Replacement Behaviors Once we have a theory about the function of a behavior, we can focus on selecting a replacement behavior. A replacement behavior is an appropriate behavior that serves the same function (gets the same result) as the problem behavior. Examples of replacement behaviors include: A child hands his mom a picture of a cracker each time he would like a cracker as a replacement behavior for crying and pointing to the cracker box on the shelf. A student is taught to say, “No, thank you” when offered a food or toy she doesn’t like instead of shoving her peers away. A student is provided a “break” card to hand to his teacher as a replacement for an escape-maintained behavior of hitting his teacher when she presents him with schoolwork. Each time the student gives the “break” card to the teacher, he is given a short break. Over time, small and gradually increasing amounts of work can be required before the student is given the break. This is also an example of shaping – see Module 5 A replacement behavior should give the student the same outcome. As outlined in the examples above, the replacement behaviors give the student the same result (such as getting a snack or getting to stop working). The replacement behavior must be fast and easy for the student to complete and should produce the desired result as quickly as the problem behavior did. At first, the replacement response should always be reinforced with the desired outcome (such as stopping work) every time so that the student will use the replacement behavior instead of problem behavior. Gradually and over time, this high frequency of reinforcement can be faded if necessary. In the “break card” example, this can be done by requiring small amounts of work before being given the break. The amount of work required can be gradually increased over time, such as working for 30 seconds before being given a break during the first week, then working for 1 minute before a break during the second week, than several minutes, and so on. Antecedent Interventions to Reduce Escape/Avoidance Behaviors Examples of antecedent interventions that can be used to prevent occurrences of escape/avoidance behaviors include: incorporating student interests into classroom and learning activities, providing frequent reinforcement, using errorless teaching, providing choices, and mixing easy and difficult activities. Guides to the FBA process can be found here: http://www.txautism.net/uploads/target/FunctionalBehavioral.pdf and http://autismpdc.fpg.unc.edu/sites/autismpdc.fpg.unc.edu/files/imce/documents/Functional-Behavior-Assessment-Complete10-2010.pdf Next --> Module 7: DTT and Naturalistic Teaching