Behavior – what feeling does that word bring up?
Many times when we talk about student behavior, we associate the term with “negative” or an action that we want to eliminate or change as soon as possible.
Our day is made up of behaviors all day long. Some good, some we’re probably not quite as proud of, and most we are completely unaware of.
As I planning this post, my goal was to explain how I found using the approach of replacing behaviors effective in the special education setting.
Shortly after I started writing, I realized this is a technique we ALL are already using.
We experience replacement behaviors daily…with the children in our lives, people in our close circles, and even ourselves!
What is a replacement behavior?
A replacement behavior is an action that is absolutely incompatible with a targeted behavior you would like to extinguish.
If this “new” behavior is taking place, then the “old” behavior cannot occur or co-exist.
Why would you want to replace a behavior?
What if you’re unsure if replacing a behavior works better than simply stopping the behavior instead? I suggest reflecting on the last time you tried using “STOP DOING THAT!” and how it went 🙂
Think about a student yelling out during class or another putting hands on another child when lining up for a transition.
In other words, what needs are they communicating?
- Is the student seeking attention?
- Are they feeling frustrated?
- Could there be social needs they are trying meet?
Is there another way (replacement) to have these needs met?
Often when I hear pushback to using replacement behaviors (“they should just stop doing it in the first place!”), I think it’s important to recognize that these newly introduced behaviors are intended to be used as a transition and may eventually be faded out.
Here’s my favorite example that I like to use when I’m explaining the effectiveness of replacement behaviors:
I didn’t necessarily disagree with the change we were making in our hallways. My ears certainly appreciated the quieter hallways, however I wasn’t too comfortable observing students receiving reprimands for not “following along” in those strict and silent lines. Of course, it was often my own students getting into “trouble.”
This made me wonder: how was this actually going to transpire? What is the reason for walking in those lines?
There really needed to be some type of transition introduced for our students so they could adjust to such a big change in behavior.
Fast forward a few weeks…
Our hallways felt like CHAOS. My students were loud, running, and putting hands on everything and everyone!
As a result, I knew I had to do something, especially because a stern look and “DON’T TOUCH ANYONE!” wasn’t exactly effective long-term.
Replacement Behaviors to Support Students
First things first, we needed to focus on keeping safe hands. The replacement behavior I put into place immediately was “Keep your hands in your pockets.”
Another solution was to have students carry something in their hands. Busy hands are simply incompatible to the behavior I wanted to eliminate.
Will they have to keep their hands in their pockets all school year long? That is up to our consistency and students’ progress, but I know I was already looking ahead at how this replacement behavior could be faded.
The end goal was for my students to walk safely in the hall with their peers with the least amount of support.