Continuing on in our FBA-BIP mini-series, we're at Step 10! This week, we’re tackling one of the most important steps in behavior intervention planning—choosing the right replacement behavior. Just reducing problem behavior isn’t enough; we have to actively teach what to do instead in a way that’s functional, motivating, and sustainable.🔑 Key Takeaways✅ Replacement behaviors must meet the same function – If a student yells to escape a task, teaching them to request a break makes sense. Giving them a fidget does not.✅ Make it easy & efficient – The new skill must be as quick (or quicker) than the problem behavior, or it won’t stick.✅ Teach what’s already in their repertoire – If a learner can’t say, “Can I take a break?” yet, start with something simpler, like using a break card.✅ Plan for sustainability – Reinforcement should be natural whenever possible, so skills can generalize without heavy external rewards.✅ Extinction matters – If the old behavior still works sometimes, students will keep using it. Staff must commit to only reinforcing the replacement behavior.📚 Resources and Ideas📌 Check out Episode 12 on replacement behaviors! 📌 Teaching Positive Behaviors FREE visuals 📌 These Functions of Behaviors social stories might be helpful for your young learners! Join Us...🎙 Next Episode: ABA Tools for Tolerance -- Haircuts, Doctor Visits & More 🌟 Subscribe: Don’t miss upcoming episodes on practical strategies and must-have resources for behavior support! 📢 Share this episode with a teacher, BCBA, or administrator looking for fresh approaches to special education and behavior analysis!💬 Get Involved: Share your ideas in our Facebook group or tag us on social media. @TheMisfitBehaviorists📚 Connect: Follow us for more tips, tools, and discussions about all things behavior and education.
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