4.7: Teaching the Alternative Behavior, Desired Behavior, and Approximations

Teaching is a critical component of all function-based interventions. Explicit instruction is encouraged to promote fluency and use of the alternative behavior and the desired behavior. Explicit instruction increases the likelihood that the individual understands when, how, and where to use the alternative behavior, as well as the pay-off for using the alternative behavior (i.e., the same functional outcome as the problem behavior). Ideally, instruction occurs with the person(s) and in the setting in which use of the alternative behavior will occur. While the alternative behavior is a nice starting point, it is a short-term solution, and over time the focus should shift toward increasing use of the desired behavior.

When teaching to promote use of the desired behavior(s), it is important to understand the extent of the discrepancy between a student’s current skills and the desired behaviors. If there is a large discrepancy, it may be necessary to identify a progressive instructional plan including instruction of necessary prerequisite skills and a progression of approximations toward the desired behavior. The progression of approximations toward the desired behavior would increasingly challenge the student to take greater responsibility (increasing independence and self-management) to access the reinforcers. Over time, instruction in the skills promoting use of the desired behaviors would provide increasing access and exposure to natural reinforcement for engaging in the desired behavior.

For example, in Jackson’s case, we could conduct an assessment to identify Jackson’s specific skill deficits and instructional needs in math. Then the behavior specialist would teach Jackson to use a picture card to request to “take a break” appropriately instead of using foul language and slamming books to avoid work. While Jackson begins to break the habit of using the problem behavior, we will provide instruction in multiplication and the prerequisite skills necessary for Jackson to be able to perform the math worksheets independently (desired behavior). As Jackson builds mastery in the necessary math and multiplication skills, the need to rely on the alternative behavior to avoid tasks should decrease. Instruction to address the underlying math deficits should ultimately eliminate the need for student problem behavior.

As Jackson demonstrates fluency with requesting breaks appropriately and refraining from slamming his hand on the desk and tearing papers, we would increase the expectation for requesting breaks. Instead of giving breaks freely, we might limit Jackson to three break tickets during math, and if he has any leftover tickets he can cross off two problems from his worksheet. As Jackson’s math skills increase, the expectation may be that he finishes at least five problems before he can request a break. When first increasing expectations and student responsibility, it is often necessary to increase reinforcement for engaging in the desired behavior to motivate the student to take the next step. As Jackson’s math skills increase and he can complete more problems, he is also accessing the natural reinforcement of pride in work completion. At first it is important to make this explicit by praising student progress, effort, and work completion by saying such things as, “You should be really proud of how many problems you completed today.”

In Sophia’s case, she would need explicit instruction and practice in raising her hand and requesting attention. Requesting attention appropriately and reducing disruption are important, but over time it will be important to increase time between requests for attention to a schedule that is reasonable for the teacher. The next approximation may be to systematically reduce the number of requests for attention (three per carpet time to two, etc.). Additional social skills instruction on appropriate ways (e.g. conversation starters, eye contact, smiling) and times to obtain adult attention should increase Sophia’s access to positive social attention during non-instructional times. Increasing specific social skills paired with incentives (e.g., earning a game with an adult) for fewer requests for attention during instructional times will help Sophia increase her endurance during instructional times and reduce her need to solicit attention so frequently. Increased positive interactions and relationships with adults (the natural reinforcers) should increase and maintain social skill use.