Int. Strategies (I)	Lesson 3: Outline
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Replacing Problem Behavior

Replacing problem behavior by teaching new skills Importance of teaching new social, communication, and independence-building skills Interventions address the function of problem behavior Teaching an alternative response that achieves the same desired outcome Choosing a functionally equivalent alternative response Problem behavior and new alternative behaviors can be part of the same response class Response efficiency Physical effort following a response Schedule of reinforcement following a response Quality of the reinforcer Immediacy of the reinforcer Preparing for a communication intervention Identify a functionally equivalent, alternative response Determine range of activities where student will use new skills Implement rapport-building strategies Establish a history of positive experiences with the student Associate yourself with activities, people, and things that the student values Create opportunities for you and the student to spend time together Build a positive relationship that will facilitate communication between you and the student Determine the point in the activity where problem behavior occurs Prompt a communication response before problem behavior occurs Use strategies that make problem behavior less efficient Create a desirable outcome that decreases high intensity responding Use tolerance for delay strategies Self-management Taking charge of one's own life and having input in important decisions Considered a subset of self-determination Key elements Goal setting Self-observation Self-evaluation Improve academic performance, productivity, and time on-task Types of self-management Self-monitoring Students observe Students record Students graph data Self-evaluation Students compare their current performance against a criterion Self-reinforcement Students take an active role in determining evaluative criteria Students control access to the reinforcer Students administer reinforcer independently Self-management interventions must consider response efficiency when replacing a problem behavior Designing a self-management plan with student involvement Identify the target behavior to be measured Define the behavior clearly Make a list of possible reinforcers Use rapport-building strategies Initial self-management sessions may involve Practice in simulated instruction Role-playing the self-management plan Direct instruction and demonstration Practice identifying behaviors to be recorded Practice identifying obvious and more subtle examples of behavior Advantages of self-management Time needed to implement strategies is minimal Provides more time for instruction Students carry cues for engaging in self-management to new settings Promotes a sense of control and ownership of behavior