12 Jun Replacement Behaviors and Teaching Methods.
At the end of this series, every parent should be able to
- Identify and define replacement behaviors
- How to teach replacement behaviors
- Identify and teach components of a Task Analysis.
Based on the identified function of the behavior, the next step is:
- Knowing the purpose of the behavior.
So how do we know the purpose of the behavior? Tracking and recording of behavior using the ABC model whereby the child’s behavior is observed and monitored in a natural environment (where behavior usually occurs) for a period of days helps us understand the purpose of the behavior.
Antecedent; what happens before the behavior
Behavior; the disruptive action
Consequences; what follows the behavior.
“Carol’s mom takes her to the grocery store, and they must wait in line. Carol begins crying and screaming loudly and mother buys candy for her and she stops crying. Carol repeatedly engaged in this behavior and Mother continues to buy candy”.
In tracking and recording behavior, a pattern was found repeatedly for a few days (3-4 days) “as a result, mum buys candy, as a result, mum buys candy” We saw the antecedent of standing in line and screaming in the grocery store. Screaming is the behavior to change and the consequence is mum buying candy (which has encouraged her to scream and cry).
ABC Data was collected at different times and found repeatedly that when presented with a line in the grocery store, Carol was screaming, and the payoff was access to candy. So, the purpose of the behavior is to have access to candy.