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CHAPTER 10: Teaching Positive Replacement Behaviors

CHAPTER 10: Teaching Positive Replacement Behaviors. Behavior Management: Principles and Practices of Positive Behavior Supports Third Edition John J. Wheeler David D. Richey. Objectives. List and describe the factors that contribute to skill deficits

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CHAPTER 10: Teaching Positive Replacement Behaviors

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  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

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