5. Function of Behavior: ( i.e. to get or obtain, to avoid or escape, and/or sensory regulation
To avoid task demand, to obtain attention and preferred activity and/item.
6. Replacement Behaviors: Describe & define an acceptable alternate behavior that meets the same function of the target behavior.
1. Camari will comply with instructions given by teachers or aides.
2. Camari will use functional communication (verbal expression, visual cues, icons, signs, etc.) to communicate his need for a break or help. Camari will also use functional communication to request more time with a preferred activity or item when applicable.
3. Use functional equivalent replacement behavior (FERB) in lieu of target behavior. FERB includes, but not limited …show more content…
Instructional Strategies to teach the Replacement Behaviors/Skills to the student:
• Use portable schedule (with different visual cues) as reminders of his daily routine. Use specific verbal prompts (“check schedule”), visual cues and gestures when possible to increase his ability to follow instructions and complete classroom work daily.
• Use a token system so Camari understands what reinforcement he is working for. For example, he can earn five tokens for a break with his cards.
• Use a timer so that Camari has a limited amount of time with preferred activity. Time with the preferred activity and when he can have access to them are determined by teacher and Classroom Behavior Specialist.
• Reinforcement with throughout the day when engaged in appropriate replacement behavior. Reinforcement include, but not limited to, social praise (hi-fives), tangible reinforcement (cards, puzzles, stickers) and breaks outside.
8. Reinforcement Procedures to use for establishing, maintaining and generalizing the replacement behaviors: Verbal praise, social praise (hi-fives), positive attention from teacher and aide, earned breaks and earned time with appropriate activity.
9. Reactive Strategies to use when the target behavior occurs –
• Maintain calm
To avoid task demand, to obtain attention and preferred activity and/item.
6. Replacement Behaviors: Describe & define an acceptable alternate behavior that meets the same function of the target behavior.
1. Camari will comply with instructions given by teachers or aides.
2. Camari will use functional communication (verbal expression, visual cues, icons, signs, etc.) to communicate his need for a break or help. Camari will also use functional communication to request more time with a preferred activity or item when applicable.
3. Use functional equivalent replacement behavior (FERB) in lieu of target behavior. FERB includes, but not limited …show more content…
Instructional Strategies to teach the Replacement Behaviors/Skills to the student:
• Use portable schedule (with different visual cues) as reminders of his daily routine. Use specific verbal prompts (“check schedule”), visual cues and gestures when possible to increase his ability to follow instructions and complete classroom work daily.
• Use a token system so Camari understands what reinforcement he is working for. For example, he can earn five tokens for a break with his cards.
• Use a timer so that Camari has a limited amount of time with preferred activity. Time with the preferred activity and when he can have access to them are determined by teacher and Classroom Behavior Specialist.
• Reinforcement with throughout the day when engaged in appropriate replacement behavior. Reinforcement include, but not limited to, social praise (hi-fives), tangible reinforcement (cards, puzzles, stickers) and breaks outside.
8. Reinforcement Procedures to use for establishing, maintaining and generalizing the replacement behaviors: Verbal praise, social praise (hi-fives), positive attention from teacher and aide, earned breaks and earned time with appropriate activity.
9. Reactive Strategies to use when the target behavior occurs –
• Maintain calm