4.6: Critical Features of Function-Based Alternative Behaviors

Begin the function based support plan by developing a clear definition of what the student should do (versus what not to do). Very often a skill deficit (e.g. academic, social, organizational, communication) prevents the student from being able to regularly perform the desired behavior (long-term goal) right away. In Jackson’s example (see Figure 4.10.2), the desired behavior is for him to independently complete double-digit multiplication problems, but he currently lacks the skills to perform this task. Until this academic skill deficit is bridged, he is more likely to need a way to avoid or escape a task he cannot complete. Jackson is likely to continue to engage in or escalate problem behavior to avoid the difficult math task, unless he is provided another way (alternative behavior) to have this need met.

An alternative behavior is an immediate attempt to reduce disruption and potentially dangerous behavior in the classroom. The alternative behavior should be viewed as a short-term solution to reduce problem behavior that provides a “window” for teaching and reinforcing the skills necessary to achieve the long-term goal of the desired behavior(s). To facilitate decreased problem behavior, it is important the alternative behavior meets three critical criteria: the alternative behavior must serve the same function (or purpose) as the problem behavior (Sprague & Horner, 1999), be as easy as or easier to do than the problem behavior (Horner & Day, 1991) and be socially acceptable (Haring, 1988). In the early stages of behavioral change it is recommended to closely adhere to these criteria as one works to convince the student to stray from the well-established habit and pathway of the problem behavior and commit to a new alternative behavior to access the desired reinforcer. Over time, the alternative behavior will be amended to increasingly approximate the desired behavior (long-term goal). In the initial stages, however, it is important to ensure that the student perceives the alternative behavior as an efficient way to have their needs met or they are not likely to give up the problem behavior.

According to the FBA summary statement for Jackson (Figure 4.10.2), he fidgets, gets off task, displays foul language, slams books, and picks on peers to escape difficult math tasks. The alternative behavior for Jackson must allow him to escape the difficult math task (serve the same function as the problem behavior). Asking for a break addresses this function and requires less energy than the series of tantrum behaviors described earlier (easier). Additionally, requesting a break is more socially acceptable than throwing a tantrum by using foul language and throwing materials in class.

In Figure 4.10.3, the FBA summary indicates that Sophia is disrupting the class to access teacher attention. A reasonable long-term behavioral goal for Sophia is to quietly listen during carpet time, participate when it is her turn, and seek attention at appropriate times. The first step to help Sophia toward her long-term goal is to select an alternate behavior that meets the three critical features. First, the alternate behavior should serve the same function as the problem behavior. In this case, Sophia is engaging in disruption to access teacher attention. A more appropriate way to request teacher attention is to raise her hand. Raising her hand to request attention should be as easy as, or easier, to do than the disruptive behaviors, and it is a socially acceptable behavior according to Sophia’s teacher.

The main goal of a function-based support plan is overcoming an established habit and pattern of learning in which the individual uses a problem behavior because it is functional (i.e., achieving a pay-off). The initial alternative behavior should be markedly easier to do and more efficient in its pay-off than the problem behavior. Otherwise, the individual may be less likely to abandon the “tried and true” problem behavior for the new alternative behavior.