Replacement Behaviors
Learn how to identify and teach replacement behaviors that help students appropriately communicate, cope, and meet the same needs as the target behavior.
Replacement Behaviors are the new skills the student will be taught to use instead of the Target Behavior. Effective replacement behaviors help the student communicate, cope, participate, or meet their needs more appropriately while reducing reliance on the Target Behavior.
Based on the student's needs, complete the Functional Equivalent Replacement Behaviors, Alternative Replacement Behaviors, or both. Many Behavior Intervention Plans include both types of replacement behaviors.
For each selected Replacement Behavior, identify how the skill will be taught, prompted, motivated, and implemented consistently across staff and settings.
Functional Equivalent Replacement Behaviors
Functional Equivalent Replacement Behaviors allow the student to meet the same need or function as the Target Behavior in a more appropriate and socially acceptable way.
When possible, begin by teaching replacement behaviors that directly address the identified function(s) of the Target Behavior.
Examples:
- If Ethan disrupts class to gain teacher attention, he may be taught to appropriately raise his hand or request teacher assistance.
- If Peter avoids difficult academic tasks by leaving the classroom, he may be taught to appropriately request help or a break.
Alternative Replacement Behaviors
Alternative Replacement Behaviors teach additional coping, self-regulation, and problem-solving skills when the student's needs cannot be immediately met.
These skills help students tolerate disappointment, delay gratification, regulate emotions, and respond appropriately when situations do not go as expected.
Examples:
- Melissa appropriately requests computer time but becomes upset when computers are unavailable. Alternative behaviors may include waiting appropriately, following a visual schedule, or using self-monitoring strategies.
- Devin appropriately asks teasing peers to stop but becomes aggressive when teasing continues. Alternative behaviors may include walking away, seeking adult support, or using practiced coping strategies.
Teaching Strategies
Select one or more Teaching Strategies that will be used to directly teach and practice the selected Replacement Behaviors.
Remember that new skills require ongoing instruction, modeling, feedback, and opportunities for practice over time—not simply being told what to do once.
Prompting Strategies
Select one or more Prompting Strategies that staff will use to cue or remind the student to use the new skill within the situations where the Target Behavior typically occurs.
Tip: When appropriate, gradually fade prompts over time and replace verbal prompts with more subtle visual or environmental cues to promote independence.
Motivational Strategies
Select one or more Motivational Strategies that will encourage and reinforce the student's use of the Replacement Behaviors.
The goal is to help the student experience that the new skill works as well as, or better than, the Target Behavior for meeting their needs.
Whenever possible, reinforcement should be meaningful to the student, delivered consistently, and provided as soon as practical following successful skill use, especially during initial learning.
Functional Equivalent Replacement Behavior Details
Use the Functional Equivalent Replacement Behavior Details field to describe how the selected Replacement Behaviors will be taught, prompted, practiced, and reinforced.
Because replacement behaviors are highly individualized, the selected inventory items do not include pre-populated implementation details. Use this section to describe exactly how staff should implement the plan for this student.
Tip: Consider organizing this section by component so staff can quickly understand the plan and their responsibilities.
Example:
- Request Help: Raise a hand, ask for help, work with a peer, or request assistance before becoming frustrated.
- Request a Break: Use a visual card or verbal request to access a five-minute break (walk, water, classroom job, or counselor check-in).
- Teaching: Counselor will introduce and model the skills, then rehearse them with the student during scheduled practice sessions.
- Prompting: Staff will provide visual reminders and brief prompts before difficult tasks.
- Motivation: Reinforce successful skill use immediately using the student's identified motivators.
Person Responsible (Optional)
Designate the staff member or role responsible for teaching, practicing, prompting, and reinforcing the Replacement Behaviors.
Include who, when, and where implementation will occur.
Example: Case Manager • Small Group Instruction • Classroom
Custom Replacement Behaviors & Supports (Optional)
If a desired Replacement Behavior or support is not available within the inventory:
- Click Add Custom Replacement Behavior to create your own Functional Equivalent or Alternative Replacement Behavior.
- Click Add Custom Support to create a custom Teaching Strategy, Prompting Strategy, or Motivational Strategy.
Custom items can be selected and managed just like inventory items.
FBA Highlight
For BIPs developed from an FBA, a summary of the completed Function Assessment and Motivation Assessment appears at the top of the page.
Use this information as a quick reference when selecting Functional Equivalent Replacement Behaviors, Alternative Replacement Behaviors, and Motivational Strategies that align with the student's identified behavioral function(s) and motivators.
Click Show/Hide Assessment Info to display or hide the assessment summary.