Replacement Behavior

Big Picture

The functionally equivalent replacement behavior (FERB) is a positive alternative that allows the student to obtain the same outcome that the challenging behavior provided; that is, the student is able to obtain or escape something in their environment in an appropriate, acceptable way.

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Rationale

A replacement behavior must be identified prior to trying to reduce or eliminate a challenging behavior; if a replacement behavior is not identified, it is likely that the challenging behavior will continue to persist or manifest in a different way (e.g., instead of hitting, student may begin to engage in self-injurious behavior). Additionally, the intent of a behavior intervention plan is to increase the student's repertoire of positive, appropriate, and safe behaviors which allow them to get their needs met in an effective way.

Key Concepts

If multiple, distinct functions were identified (e.g., escape AND tangible access), multiple FERBs must also be identified.

Example of Two Hypothesized Functions:

Hypothesized Function FERB

Hypothesized Function #1: Escape from social situations/peer attention (e.g., crowded lunch area, assemblies, group activities, etc.).

FERB #1: request to leave area (e.g., "can I leave please?")

Hypothesized Function #2: Access to preferred tangible items (e.g., computer, iPad, listening to music).

FERB #2: request to access (e.g., pointing to the item desired, verbal request such as "listen to music?")

To qualify as appropriate and acceptable, the FERB:

  • Must serve the same function as the problem behavior.
  • Is NOT the absence of the problem behavior nor the presence of general desired behavior (e.g., "student will comply with directions"; "student will complete work when asked").
  • Allows the student to get desired outcome in a more adaptive and socially acceptable manner.
  • Is something the student does (not done by staff or peer).
  • Is in the student's repertoire or easily shaped, and represents the beginning point for teaching desired behavior.
  • Is as efficient to perform as the problem behavior.
  • Have good contextual fit with the setting and situation.

Assessment

When selecting a FERB, a practitioner should consider the following:

  • Does it connect/logically relate to the hypothesized function? (e.g., if the student is trying to escape, does this FERB allow the student to escape appropriately?)
  • Is the FERB developmentally appropriate? For example, if a student does not yet understand the use of pictures, a picture card should not be selected as a FERB. Rather, use a developmentally appropriate FERB, such as shaping a more acceptable behavior.
    • Understanding what communication skills have developed for the student will be an essential component of selecting a developmentally appropriate FERB.

Examples and Non-Examples

Examples and Non-Examples: Escape

Hypothesized Function

FERB

Example or Non-Example?

Explanation

Escape

Teacher will reduce number of problems the student completes.

Non-Example

Antecedent intervention

This is a good example of an antecedent intervention or environmental support, which reduces the likelihood the student will need to use challenging behavior to escape. However, it does not meet criteria for a FERB as described in "Key Concepts", as this is NOT a behavior that the student does themselves.

Escape

Student will complete work at their desk.

Non-Example

General positive behavior

This is a general positive behavior that could be targeted for increase but does not have functional equivalence to the function of behavior (i.e., it does not allow the student to appropriately escape).

Escape

Student will request to stop doing the work/ assignment or to leave the work area.

Example

This meets criteria for a FERB as outlined in "Key Concepts".

Examples and Non-Examples: Attention (from adults)

Hypothesized Function

FERB

Example or Non-Example?

Explanation

Attention (from adults)

Staff will provide non-contingent attention to the student.

Non-Example

Not a behavior the student performs

This is not a behavior that the student engages in, rather, it is an example of an environmental support that the adult provides.

Attention (from adults)

Student will request a break.

Non-Example

No Functional Equivalence

There is no direct connection or functional equivalence between the function and FERB. Function is to access attention, but by requesting a break, student will not receive the attention they desire.

Attention (from adults)

Student will request to play a game or to talk with an adult.

Example

This meets criteria for a FERB as outlined in "Key Concepts".

Resources

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