1. CHAPTER 10: Teaching Positive Replacement Behaviors
Behavior Management:
Principles and Practices of Positive Behavior Supports
Third Edition
John J. Wheeler
David D. Richey

2. Objectives
List and describe the factors that contribute to skill deficits
Describe and discuss the methods for selecting positive replacement behaviors
Identify and describe how to design a plan for teaching replacement behaviors
Describe methods for formulating goals and objectives

3. Understanding Skill Deficits Experienced by Students
Skill deficits result from:
A failure to develop mastery of a skill
Having little or no opportunity to learn the skill
The student was not fluent in the skill before instruction was terminated
Inconsistent use of teaching strategies i.e., instructional cues

4. Skill Deficits and Challenging Behavior
Students may often engage in challenging behavior as a result of their:
Inability to select alternative responses due to a limited repertoire of skills
Behaviors continue to be precipitated by triggers found within learning environments and or reinforced and maintained within these same settings

5. Importance of Replacement Behaviors
Positive replacement behaviors promote the overall best interest of the learner
The presence of appropriate skills affords the learner increased lifestyle options
Replacement behaviors reduce the likelihood that challenging behaviors will occur

6. Importance of Replacement Behaviors
Positive replacement behaviors promote the overall best interest of the learner
The presence of appropriate skills affords the learner increased lifestyle options
Replacement behaviors reduce the likelihood that challenging behaviors will occur

7. Guidelines for Selecting Replacement Behaviors
Select a replacement behavior that serves the same function
Make sure the replacement behavior is efficient thus making it easier to facilitate acquisition of the new behavior
Use direct forms of instruction to teach the replacement behavior

8. Formulating Goals and Objectives
Consider why the behavior should be taught
Provide a clear and concise rationale as to the importance of the goal
Is the skill a logical replacement behavior?
Will the replacement behavior have utility in the student’s daily environments(s)?
Is the goal relative to the behavior socially valid?

9. Developing a Plan for Teaching Replacement Behaviors
Provide a rationale as to why the skill should be taught
Identify the materials needed to teach the replacement skill
Describe the instructional antecedents
Operationally define the instructional and data collection procedures
Provide a plan for evaluation and generalization