Functional Behavior Intervention Planning
Laura A. Riffel, Ph.D.
Ten Things You Should Know
1. Behavior is
learned and
serves a specific
purpose.
Ten Things You Should Know
2. Behavior is related to the context
within which it occurs.
Ten Things You Should Know
3. For every year that a behavior has been in place, you
should plan to spend at least one month of consistent and
appropriate intervention for you to see a change in the
behavior.- This is a rule of thumb.
Ten Things You Should Know
4. We can improve
behavior by 80% just
by pointing out what
one person is doing
correctly.
Ten Things You Should Know
5. We know we can improve
behavior by 80%, yet we use it less
than 10% of the time.
4 Positives for Every
Negative
•
Lanyard
– 20 beads
•
Start in the morning with all 20 beads on your left side
– Every time you compliment a student on their appropriate behavior move a bead to
the right side.
– Every time you reprimand a student move 4 beads back to the left side.
Make Your Own
Goal: Get to the
red bead
Start bead
Paper clips
• Put 30 paper clips in your left
pocket or a cup on the bus.
• Every time you compliment a
student, move a paper clip into the
other pocket or cup.
• Every time you “get after” a
student, move 4 paper clips back
to where they started.
3x5 index card
Tears for
positives
11 to 5
Tears for
negatives
Vibrating Watch- reminds you to
catch students being good
http://www.amazon.com/s/ref=nb_sb_nos
s_2?url=search-alias%3Daps&fieldkeywords=vibralite+3
http://www.eseasongear.com/viviwa.html
Energy Flows Where Attention Goes
Ten Things You Should Know
6. When we want compliance from our
children, we should whisper in their right ear
and offer them equal choices.
Ten Things You Should Know
7. All behavior falls into two categories: Positive
reinforcement and Negative reinforcement. Kids are either
trying to gain something or escape something by their
inappropriate behaviors.
Ten Things You Should Know
8. Things kids are
trying to get:
1)Attention- (adults or
siblings)
2)Access (preferred
items)
3)Sensory input
(proprioceptive input)
Ten Things You Should Know
9. Kids are trying to escape these
things:
1)
2)
3)
4)
Work or Tasks
Attention from Adults or Peers
Pain (emotional or physical)
Sensory overload (too much
coming in)
Ten Things You Should Know
10. Your reaction determines whether a
behavior will happen again or not. To
change child behavior- we have to
change our behavior.
How do we make behavior change?
• On the following slides- you have to click
the star and be in presentation mode- or
the PowerPOint will not work.
Competing Pathway Chart
What is the goal
behavior?
What event or setting
takes place prior to the
target behavior?
(Antecedent)
What settings/contexts/antecedents can you
modify to make proactive changes in the
environment to make the target behavior
unnecessary?
What behavior are you
targeting to change?
(Behavior)
What adult or peer behaviors will
“feed” this goal behavior?
What adult or peer behaviors are
reinforcing this behavior? (negative or
positive reinforcement) (Consequences)
What new behaviors might you teach to the
student to replace the current target
behaviors?
How might you change the
adult behavior regarding the
original target behavior and
the new replacement
behaviors?
Competing Pathway Chart
What is the goal
behavior?
What event or setting
takes place prior to the
target behavior?
(Antecedent)
What settings/contexts/antecedents can you
modify to make proactive changes in the
environment to make the target behavior
unnecessary?
What behavior are you
targeting to change?
(Behavior)
What adult or peer behaviors will
“feed” this goal behavior?
What adult or peer behaviors are
reinforcing this behavior? (negative or
positive reinforcement) (Consequences)
What new behaviors might you teach to the
student to replace the current target
behaviors?
How might you change the
adult behavior regarding the
original target behavior and
the new replacement
behaviors?
Competing Pathway Chart
What is the goal
behavior?
What event or setting
takes place prior to the
target behavior?
(Antecedent)
What settings/contexts/antecedents can you
modify to make proactive changes in the
environment to make the target behavior
unnecessary?
What behavior are you
targeting to change?
(Behavior)
What adult or peer behaviors will
“feed” this goal behavior?
What adult or peer behaviors are
reinforcing this behavior? (negative or
positive reinforcement) (Consequences)
What new behaviors might you teach to the
student to replace the current target
behaviors?
How might you change the
adult behavior regarding the
original target behavior and
the new replacement
behaviors?
Competing Pathway Chart
What is the goal
behavior?
What event or setting
takes place prior to the
target behavior?
(Antecedent)
When this
happensWhen there is
a transition
What settings/contexts/antecedents can you
modify to make proactive changes in the
environment to make the target behavior
unnecessary?
What behavior are you
targeting to change?
(Behavior)
The child does
this-Scout burps
the alphabet
What adult or peer behaviors will
“feed” this goal behavior?
What adult or peer behaviors are
reinforcing this behavior? (negative or
positive reinforcement) (Consequences)
To get or get out of…to
get adult attention.
What new behaviors might you teach to the
student to replace the current target
behaviors?
How might you change the
adult behavior regarding the
original target behavior and
the new replacement
behaviors?
Competing Pathway Chart
What is the goal
behavior?
What event or setting
takes place prior to the
target behavior?
(Antecedent)
When this
happensWhen there is
a transition
What settings/contexts/antecedents can you
modify to make proactive changes in the
environment to make the target behavior
unnecessary?
What behavior are you
targeting to change?
(Behavior)
The child does
this-Scout burps
the alphabet
What adult or peer behaviors will
“feed” this goal behavior?
What adult or peer behaviors are
reinforcing this behavior? (negative or
positive reinforcement) (Consequences)
To get or get out of…to
get adult attention.
What new behaviors might you teach to the
student to replace the current target
behaviors?
How might you change the
adult behavior regarding the
original target behavior and
the new replacement
behaviors?
Competing Pathway Chart
What is the goal
behavior?
What event or setting
takes place prior to the
target behavior?
(Antecedent)
When this
happensWhen there is
a transition
What settings/contexts/antecedents can you
modify to make proactive changes in the
environment to make the target behavior
unnecessary?
What behavior are you
targeting to change?
(Behavior)
The child does
this-Scout burps
the alphabet
What adult or peer behaviors will
“feed” this goal behavior?
What adult or peer behaviors are
reinforcing this behavior? (negative or
positive reinforcement) (Consequences)
To get or get out of…to
get adult attention.
What new behaviors might you teach to the
student to replace the current target
behaviors?
How might you change the
adult behavior regarding the
original target behavior and
the new replacement
behaviors?
Competing Pathway Chart
What is the goal
behavior?
What event or setting
takes place prior to the
target behavior?
(Antecedent)
What settings/contexts/antecedents can you
modify to make proactive changes in the
environment to make the target behavior
unnecessary?
What behavior are you
targeting to change?
(Behavior)
What adult or peer behaviors will
“feed” this goal behavior?
What adult or peer behaviors are
reinforcing this behavior? (negative or
positive reinforcement) (Consequences)
What new behaviors might you teach to the
student to replace the current target
behaviors?
How might you change the
adult behavior regarding the
original target behavior and
the new replacement
behaviors?
Competing Pathways Chart
Setting Events/ Triggering
Antecedents
Desired Alternative
Self-regulate her need
for attention in socially
appropriate ways
Maintaining Consequence
or Function
Positive reinforcement
from adults.
Target behavior
Maintaining Consequence or
Functions
Behavior Teaching
Consequence Modifications
Behavior Support Planning
Setting Events
Manipulations
Antecedent Manipulations
Changed
morning and
afternoon
routine.
Diary of day.
Mom worked on
organizing her
exit from home.
Office
Messenger when
on overload.
Vanna White of
the daily
schedule.
Secret signal
for
clarification.
Give PreCorrects
before
transitions
and elicit
verbal
understanding
.
Give her
attention for
appropriate
behavior.
Do not give
attention for
inappropriate
Behavior if
possible.
Target Behavior
Non-Examples
Measureable and Observable
• Angry, hostile,
resentful
• Lazy
• Not paying
attention
• Poor Impulse
Control
• Stubborn
• Lying on the floor and
refusing to move
• Hits with fist
• Throws objects that land
more than 12 inches from
body
• Burps the alphabet
• Tantrum: includes two or
more of the following:
• Screaming
• Kicking
• Hitting
• Cussing
• Throwing objects
behavior Analysis
Not enough
incidents to
measure
BEHAVIORS
Tally
Ratio
% INVOLVED
Throwing Objects
11
2/32
6%
Disruptive Outburst- burping the
alphabet
11111111111111111
111
20/32
63%
Physical Aggression- Volkswagen
slug bugging kids in the
shoulder.
1111111111
10/32
31%
behavior Analysis
TIME OF
DAY
8:00-8:29
8:30-8:59
9:00-9:29
9:30-9:59
10:00-10:29
10:30-10:59
11:00-11:29
11:30-11:59
12:00-12:29
12:30-12:59
1:00-1:29
1:30-1:59
2:00-2:29
2:30-2:59
3:00-3:30
Tally
111111
111111
1
11111
1
1111
1
11111111
Ratio
% INVOLVED
0/32
6/32
6/32
0/32
1/32
0/32
0/32
0/32
5/32
1/32
4/32
0/32
1/32
0/32
8/32
0%
19%
19%
0%
3%
0%
0%
0%
16%
3%
13%
0%
3%
0%
25%
behavior Analysis
DAY OF
WEEK
Tally
AVERAGE
INCIDENTS
PER DAY
MONDAY
TUESDAY
WEDNESDAY
THURSDAY
FRIDAY
5+6=11
2+1=3
1+2=3
4+2=6
4+5=9
11/2= 5.5
3/2= 1.5
3/2= 1.5
6/2= 3.0
9/2= 4.5
behavior Analysis
CONTEXT
Let
ter
Tally
Ratio
% Involved
Group Time
a
11111111111
111
14/32
44%
Individual
Time
b
Reading
c
111111
6/32
Math
d
11111
5/32
19%
3816%
%
Spelling
e
1
1/32
03%
Social
Studies
f
Science
g
Home Room
h
Lunch
i
111111
6/32
19%
Outside
j
behavior Analysis
ANTECEDENTS
Letter
Tally
Ratio
% INVOLVED
Transition
A
111111
111111
11
14/32
44%
Choice Given
Redirection
Instruction/Directiv
e
New Task
B
C
D
111
3/32
9%
111111
11
8/32
25%
Routine Task
Physical Prompts
Teacher Attention
to others
Told “NO”
F
G
H
111111
1
7/32
22%
Close Proximity
Interaction
J
K
E
I
behavior Analysis
ANTECEDENTS
Letter
Tally
Ratio
% INVOLVED
Transition
A
111111
111111
11
14/32
44%
Choice Given
Redirection
Instruction/Directiv
e
New Task
B
C
D
111
3/32
9%
111111
11
8/32
25%
Routine Task
Physical Prompts
Teacher Attention
to others
Told “NO”
F
G
H
111111
1
7/32
22%
Close Proximity
Interaction
J
K
E
I
behavior Analysis
ANTECEDENTS
Letter
Tally
Ratio
% INVOLVED
Transition
A
111111
111111
11
14/32
44%
Choice Given
Redirection
Instruction/Directiv
e
New Task
B
C
D
111
3/32
9%
111111
11
8/32
25%
Routine Task
Physical Prompts
Teacher Attention
to others
Told “NO”
F
G
H
111111
1
7/32
22%
Close Proximity
Interaction
J
K
E
I
behavior Analysis
ANTECEDENTS
Letter
Transition
A
Choice Given
Redirection
Instruction/Directive
New Task
Routine Task
Physical Prompts
Teacher Attention to
others
B
C
D
E
F
G
H
Told “NO”
I
Close Proximity
Interaction
J
K
Throwing
Objects
Disruptive
Outbursts
Physical
Aggression
111111111111
11
(14)
1 (1)
11 (2)
11111 (5)
111(3)
1111111 (7)
behavior Analysis
CONSEQUENCES
Letter
Choice Given
A
Redirection
B
Discussion
C
Personal Space Given
D
Changed Activity
E
Peer Attention
F
Verbal Reprimand
G
Physical Prompt
H
Time Out
I
Throwing
Objects (A)
Disruptive Outburst Physical Aggression
(B)
(c)
1
(1)
111111
(6)
11111111
(8)
111
(3)
1
(1)
11
(2)
1
(1)
1111111111
(10)
behavior Analysis
CONSEQUENCE Letter
Tally
STUDENT REACTION
% Effective
Stopped Continued
Choice Given
Redirection
A
B
Discussion
Personal Space
Given
Changed
Activity
Peer Attention
Verbal
Reprimand
Physical Prompt
Time Out
C
D
111111 (6)
11111111
(8)
1111 (4)
11111 (5)
111 (3)
1 (1)
11111 (5)
83%
38%
11 (2)
11 (2)
50%
E
11 (2)
11 (2)
0%
F
G
11 (2)
11 (2)
0%
11111 (5)
50%
H
I
1111111111 11111 (5)
(10)
Student Strengths
Social
Academic
Makes friends easily
Funny
Big heart for others
Bright
Very verbal- good
semantics (syntaxvocabulary)
Very social
Great supportive family
Likes coming to school
Student Needs
Academic
Social
Needs- proprioceptive
input for attention focus
Needs academic testing
Way to achieve positive
attention
(lots of verbal outburstsinability to sit still)
Pre-reading skills
How to keep friends
once he has them
Math skills at grade level
Parents looking for
structure ideas
Academic
Mental
Physical
Social
Medical
• Unlearn inappropriate
behaviors
• Learn replacement behaviors
• Operant conditioning
• Social skills training
• PowerPoint relationship
narratives
• Role playing
• Picture cues
• Video modeling
Social
• Allergies
– Food
– Seasonal
• Drug reactions
– Look at medications
– Side effects (Abilify example)
• Sleep disorders
– Sleep apnea
– Insomnia
• Gastric issues
Medical
• Pain
– Especially consider for children with significant
disabilities and young children with low verbal
response skills
• Sensory
– Proprioceptive needs
– Sensory integration
– Sensory overload
Physical
• Emotional
Mental
–
–
–
–
–
–
–
–
Depression
OCD
Anorexia/Bulimia
ODD
Schizophrenia
Bi-polar
Intermittent Explosive Disorder
RAD
Academic
• Learning Disabilities
• Missed so much time out of class they are behind
• Self-esteem so damaged they can’t see their way out
Academic
Mental
Physical
Social
Medical
ScoutScout
is aRadley
sixth grade child with mild intellectual
disabilities. Scout has two siblings who attend
the nearby high school. Scout’s mother works
full time and father frequently travels.
Scout’s behaviors at school are disruptive
outbursts and physical aggression.
Coming home from school, Scout eats everything
in sight, leaves things laying all over the house,
and argues with siblings most of the evening.
Scout is included in the regular classroom with
support services provided.
Scout’s Strengths
Strengths:
Scout is comfortable talking in
front of the class.
Scout is good at drawing
pictures.
Scout has a great supportive
family.
Reinforcers:
Scout likes to have
conversations with adults.
Scout loves to do word
searches.
Scout’s behaviors
Throwing Objects
A physical object leaves Scout’s hands and lands at least six
inches from Scout.
Disruptive Outburst
A loud verbal sound or words that come from Scout that disturbs
the learning environment.
Physical Aggression
Any part of Scout’s body comes in contact with another person
with force.
Now that we’ve considered everything• We put plans in place so the child has no choice but to have
excellent behavior; because, we are meeting the needs of the child.
• Antecedent Modifications:
– Since the child is seeking adult attention during transitions, we are
going to make her “Vanna White” of the daily schedule.
• This will have the teacher come over to Scout prior to transitions and give
her positive attention on the front side of the transition.
– Since mornings are difficult, we put in a Check-In Check-Out Program
– Since afternoons are difficult, we tried snacks and getting her involved
in after school activities.
– Since Mondays and Fridays are difficult, we set up an email between
Dad and Scout (Dad travels) to help her connect with him while he’s on
the road.
– We let her journal her emotions because her art skills were so strong.
Replacement Behavior
• We can’t just tell a child to “Be Good”
– We have to put a competing behavior in place of the one we are
targeting for change.
• We have Scout talking in front of the class. This will give her an
outlet for making noise.
• We also know this is a behavior to get attention so we want to
teach her a way to get the teacher’s attention.
– Raising hand didn’t work- she’s heard it 600 times- if she hasn’t
gotten the first 600 times, she is not going to get it the 601 time.
– We taught her the Carol Burnett ear tug- secret message between her
and the teacher.
• She bought into it because it was novel.
Consequence Modification
• This is where we discuss how WE are
going to change.
• Her teacher had previously paid off every
time she burped.
– NOW
• She is going to get attention before the
transition
• She’ll get a thumbs up from the teacher
when she is telling the class the
assignment.
• She will ignore the burping as much as
possible
– If she is still “bubbles” she will be sent on
an errand where she will receive a little extra
adult attention
What is the goal behavior and what will
feed it?
• This is your long term goal
– You will be moving toward self-monitoring
• The consequence or functioning
reinforcer will be the same as the
function of the target behavior- but on
socially acceptable terms.
Baseline
Baseline
Intervention
NEW!!!!
What pattern do you see?
Page 25
What pattern do you see?
Page 25
What pattern do you see?
Page 25
What pattern do you see?
Page 26
What pattern do you see?
Page 26
What patterns do you see?
Page 27
Which consequences were
most effective?
Page 27
Choices #1
• Even though time out was
higher- it needs to stop. Time
out was being done incorrectly.
• Time out was never supposed to
be isolation.
• Time out is “time-out” from
reinforcement- not Siberia.
Summary Statement
1. When this occurs…
(describe circumstances/antecedents)
When Scout has __
____
2. the child does…
(describe target behavior)
3. to get/to avoid…
(describe consequences)
To ________________________________________
Summary Statement
1.
When this occurs…
(describe circumstances/antecedents)
When Scout has _____________________
2. the child does…
(describe target behavior)
3. to get/to avoid…
(describe consequences)
To ________________________________________
What adult or peer behaviors
will reinforce this behavior in
the long term?
What is the goal behavior?
What event or setting
takes place prior to the
target behavior?
(Antecedent)
What adult or peer behaviors
are reinforcing this behavior?
(Negative or positive
reinforcement)
(Consequences)
What behavior are you
targeting to change?
(Behavior)
1
What
settings/contexts/antecede
nts can you modify to make
proactive changes in the
environment to make the
target behavior
unnecessary?
What new behaviors
might you teach to the
student to replace the
current target behaviors?
How might you change
the adult behavior
regarding the original
target behavior and the
new replacement
behaviors?
Socially appropriate adult
attention.
Be able to transition appropriately.
What event or setting
takes place prior to the
target behavior?
(Antecedent)
What adult or peer behaviors
are reinforcing this behavior?
(Negative or positive
reinforcement)
(Consequences)
What behavior are you
targeting to change?
(Behavior)
1
Make her Vanna White of
the Daily Schedule.
Writing on the board and
announcing to the class
the next activity.
She’s getting pre-corrects of
attention from the teacher prior to
her Vanna White duties.
Mom works on organizing
her exit from home.
Secret signal if she wants
the teacher’s attention.
Teacher gives a ton of attention for
appropriate behavior.
Check-in/Check-out with a
preferred adult.
Teacher ignores burping. The minute
she is quiet- she gets attention.
Had her go to the office
with a “message” or return
a “book” to the library if it
looked like she was on
overload and needed
attention. (Cued receivers)
If needed private conversation.
What adult or peer behaviors
will reinforce this behavior in
the long term?
What is the goal behavior?
What event or setting
takes place prior to the
target behavior?
(Antecedent)
What adult or peer behaviors
are reinforcing this behavior?
(Negative or positive
reinforcement)
(Consequences)
What behavior are you
targeting to change?
(Behavior)
1
What
settings/contexts/antecede
nts can you modify to make
proactive changes in the
environment to make the
target behavior
unnecessary?
What new behaviors
might you teach to the
student to replace the
current target behaviors?
How might you change
the adult behavior
regarding the original
target behavior and the
new replacement
behaviors?
To take pride in her work.
To attempt new tasks and to ask for
help when she needs it.
What event or setting
takes place prior to the
target behavior?
(Antecedent)
What adult or peer behaviors
are reinforcing this behavior?
(Negative or positive
reinforcement)
(Consequences)
What behavior are you
targeting to change?
(Behavior)
1
Pre-teach her the upcoming
lessons in the privacy of her
check-in/check-out room.
She will know the first thing
the teacher is going to ask
for her anticipatory set.
Teach her to use her
secret signal if she is
stuck so she doesn’t
resort to out of seat
behavior.
Keep some extra supplies
over on a shelf and tell
her if she is stuck to get
up and go get one of
those supplies. That will
cue the teacher she
needs help without
disturbing the class.
Give tons of attention for working on
seatwork.
If she does “hit”, she loses choice at
recess. She still goes to recess, but she
cannot play four square which is her
favorite game.
If she does work well, she can earn
five free answers for the whole class
on the assignment.
Baseline
Baseline
Intervention
Formula for Baseline- page 30
(I-B)/B= D*100
Intervention Frequency = 3 times per
day
Baseline Frequency = 34 times per
day
3-34= -31
-31/34= .91176
.91*100=
91% Decrease in Behavior
7:30
8:00
8:30
9:00
9:30
10:0
0
10:3
0
11:0
0
11:3
0
12:0
0
12:3
0
1:00
1:30
2:00
2:30
3:00
3:30
7:31
8:01
8:31
9:01
9:31
10:0
1
10:3
1
11:0
1
11:3
1
12:0
1
12:3
1
1:01
1:31
2:01
2:31
3:01
3:31
7:32
8:02
8:32
9:02
9:32
10:0
2
10:3
2
11:0
2
11:3
2
12:0
2
12:3
2
1:02
1:32
2:02
2:32
3:02
3:32
7:33
8:03
8:33
9:03
9:33
10:0
3
10:3
3
11:0
3
11:3
3
12:0
3
12:3
3
1:03
1:33
2:03
2:33
3:03
3:33
7:34
8:04
8:34
9:04
9:34
10:0
4
10:3
4
11:0
4
11:3
4
12:0
4
12:3
4
1:04
1:34
2:04
2:34
3:04
3:34
7:35
8:05
8:35
9:05
9:35
10:0
5
10:3
5
11:0
5
11:3
5
12:0
5
12:3
5
1:05
1:35
2:05
2:35
3:05
3:35
7:36
8:06
8:36
9:06
9:36
10:0
6
10:3
6
11:0
6
11:3
6
12:0
6
12:3
6
1:06
1:36
2:06
2:36
3:06
3:36
7:37
8:07
8:37
9:07
9:37
10:0
7
10:3
7
11:0
7
11:3
7
12:0
7
12:3
7
1:07
1:37
2:07
2:37
3:07
3:37
7:38
8:08
8:38
9:08
9:38
10:0
8
10:3
8
11:0
8
11:3
8
12:0
8
12:3
8
1:08
1:38
2:08
2:38
3:08
3:38
7:39
8:09
8:39
9:09
9:39
10:0
9
10:3
9
11:0
9
11:3
9
12:0
9
12:3
9
1:09
1:39
2:09
2:39
3:09
3:39
7:40
8:10
8:40
9:10
9:40
10:1
0
10:4
0
11:1
0
11:4
0
12:1
0
12:4
0
1:10
1:40
2:10
2:40
3:10
3:40
7:41
8:11
8:41
9:11
9:41
10:1
1
10:4
1
11:1
1
11:4
1
12:1
1
12:4
1
1:11
1:41
2:11
2:41
3:11
3:41
Minute by Minute
Student Name: __Biff_________ Observer: __________Riff____________ Date:______________12/5________
Help ME!
Help ME!
What Gives Bob? I’ve been
collecting the data and
you’ve been in the shower for
three days man.
Bob is stuck in the vicious loop of shampoo bottle
directions: Lather, Rinse , Repeat. Lather, Rinse, Repeat.
Indirect:
Anecdotal
Surveys
Notes
Interviews
Direct:
Observational
Data collection
Methods for Conducting
FBA
Indirect Methods:
Strengths and Limitations
Strengths
Easy to implement
Minimal time and
training required
Structured
methods
May use for initial
assessment
Limitations
30% reliability to
determine function
Information can be
subjective
Non-specific
functions identified
(ex: escape from
work)
Descriptive/Observational
Methods:
Examples
A-B-C Analysis
Scatter plot
Interval or
Time sampling
Descriptive Methods:
Strengths:
Objective &
quantitative data
behavior is sampled
in relevant settings
Can ID
environmental
relationships
Sufficient for BIP
development
Reliability (60-80%)
Strengths and Weaknesses
Limitations:
Analysis can be complex
Time requirement
Increased staff training & experience
may be necessary
May not ID function of infrequent
behavior
Let’s Meet Kim.
•Kim uses cuss words like
they were part of the
English Language.
•The teacher repeatedly
calls attention to this by
telling Kim to stop cussing.
Behavioral Intervention
Plan Model for Kim
Class time
Brainstorm
new words to
use
Selfmonitoring
Gets needs met
Profanity
Attention and
habit
Teach
Model
Practice
Praise
Ignore cuss words as much
as possible. Give tons of
praise when new word is
used.
Competing Pathway Chart:
What event or setting
takes place prior to
the target behavior?
(Antecedent)
What is the goal
behavior?
What behavior are you
targeting to change?
(Behavior)
What settings/contexts/antecedents can you
modify to make proactive changes in the
environment to make the target behavior
unnecessary?
Adapted from O’Neil & Horner, 2005; Scott, 2006
What adult or peer behaviors will
“feed” this goal behavior?
What adult or peer behaviors are
reinforcing this behavior? (negative or
positive reinforcement)
(Consequences)
What new behaviors might you teach to
the student to replace the current target
behaviors?
How might you change the
adult behavior regarding
the original target behavior
and the new replacement
behaviors?