copyright ernsperger replacement behaviors module 10
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Copyright Ernsperger
Replacement Behaviors
Module 10
Copyright Ernsperger
Review
• Reinforcement Strategies– Negative and positive reinforcement
• Reinforcement Hierarchy
• Guidelines for reinforcement
• Token Economy systems
• Can’t teach any new skills without reinforcement
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Replacement and/or Alternative Skills
• Review BIP and function of behavior
• Teaching replacement skills should result in:– Meeting the same function or purpose for the
student– Teaching a skill which can be implemented
across settings– Efficient and effective alternative for the student
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Replacement Skills for ASD
• Power and Control– Choice Making– Compliance Training (reviewed in a later Module)
• Stress Management Skills– Sensory Management
• Social Skills– Attention Seeking
• Communication– PECS– Pragmatics
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Example
• If the student is running away from the table or from work demands, the behavior is a function of Escape
• Therefore, the replacement behavior is to teach the student to request a BREAK
• This can be taught with a visual for Break or teaching to expressively ask for a break
• The replacement behavior meets the same function as the target behavior
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Replacement Skill:Functional Communication Assessment
• As part of the student profile, the team should ask the following:
• Can the student adequately:– Express their wants and needs– Request help– Protest or refuse– Initiate a social interaction– Ask for affections or comfort
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Back to School Ideas!
• Picture Exchange Communication System: PECS: Expressive
• Pyramid Products (www.pyramidproducts.com)• Not just the use of visual supports: Receptive• Intended to increase and expand language• Students are taught to approach and give a
picture of a desired item to a communicative partner in exchange for that item.
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Copyright Ernsperger
Pragmatics and AS
• Pragmatics involve vocal inflection, volume, body language, and hidden meanings?
• Teaching Pragmatics as a replacement behavior is part of a proactive plan
• Do YOU want to do that?
• Do you WANT to do that?
• Do you want to do THAT?
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Communication Impairment
• Students with ASD may be able to use language quite effectively to discuss topics of interest, but they have tremendous difficulty expressing anger, sadness, frustrations, and other emotive messages.
• Problem Behaviors are therefore selected to communicate emotions
• Jacob: blurting out inappropriate comments
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Back to School Ideas!Replacement Skills
Social Scripting
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Replacement Behaviors for Power and Control
• If the function of behavior is power and control- provide the student with more choices
• Forced choices throughout the day– With one a preferred choice– Visual of “Choices”– Teach “Choice making”– Provide A+ reinforcement for choice making– Follow a compliance program– Have student choose activities for schedule from a
choice board
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Favorite quote from Dr. Lori:
“There is no tug of war……
IF you don’t pick up your end of the rope”
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Replacement Behavior:Stress Reduction Skills
• Skill must be able to be implemented across settings
• Should not appear odd or more disruptive• Build on a current adaptive skills• Teach in a structured setting• Provide a non-verbal cue• Implement sensory diet to reduce stress
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Replacement Skill: Visual Pictures depicting stress and frustration
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List of Potential Skills
• Deep breathing• visualization• Counting• Squeeze ball• Break time• Listen to music• Walk/Pace
• Read• Talk to a trusted
person• Massage or vest• Jumping• Swing• Head down
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Back to School Idea!
5-Point Scale Poster:
allows students to identify at various points of the day the state of their emotions as a means of learning to better self-regulate. The 5-Point Scale is featured with ample white space for writing multiple names, scenarios, various behaviors.
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Replacement Skill: Social Skills Training
• Appropriate and effective social skills are the best predictor of positive, long term outcomes for people with special needs
• Foundation upon which many other crucial skills are built
• Often the first priority for families
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List of Potential Social Skills
• Emotions• Reading verbal and
non-verbal cues• Conversation
starters/greetings• Making a friend• Abstract thinking
• Giving and Receiving Compliments
• Tone of voice• Eye Contact• Emotions• Joining a game
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Social Skills Instruction• Pictures• Video Modeling = EBP
– www.modelmekids.com (DVD’s for teaching social skills)• Role-play• Direct Instruction• Scrapbook of Emotions
– Happy or Sad Book• Incidental teaching• Social Skills Training = EBP• Social Stories = EBP
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Social Stories (Gray, 1996)
Select a clear goal or desired outcomeWrite in the first personUse Wh questions as an outlineWrite positive behaviors and outcomesVisual and concrete informationConsider a student’s cognitive levelProvides the individual with the opportunity to
practice a new or difficult behavior Include already acquired skills (strengths)Older Students: Include student in writing the
Social StoryAntecedent Strategy
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Copyright Ernsperger
Replacement Skills Overview
• Identify function of behavior• Select one replacement skill or alternative skill
– The Replacement behavior must serve the same function
• Write the goal and objectives• Determine the reinforcement• Develop curriculum• Select data collection methods• Review Reactive Program
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Assignment
• Web Exploration: Positive Behavior Supports and read the file “What is PBS?”
• Web Exploration:– Rethink Autism- read instructions and take notes as
there will be a question on the final exam regarding the 3 steps for teaching “Come Here”
• Case Study- Replacement Behaviors for this module
• No quiz this week• Field Experience Students Only: Lesson Plan,
Video, and Self-reflection due.
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