Comprehensive Individualized Curriculum and Instructional Design

An alternative behavior is an immediate attempt to reduce disruption and potentially dangerous behavior in the classroom. The alternative behavior should be viewed as a short-term solution to reduce problem behavior that provides a “window” for teaching and reinforcing the skills necessary to achieve the long-term goal of the desired behavior(s). To facilitate decreased problem behavior, it is important the alternative behavior meets three critical criteria: the alternative behavior must serve the same function (or purpose) as the problem behavior (Sprague & Horner, 1999), be as easy as or easier to do than the problem behavior (Horner & Day, 1991) and be socially acceptable (Haring, 1988). In the early stages of behavioral change it is recommended to closely adhere to these criteria as one works to convince the student to stray from the well-established habit and pathway of the problem behavior and commit to a new alternative behavior to access the desired reinforcer. Over time, the alternative behavior will be amended to increasingly approximate the desired behavior (long-term goal). In the initial stages, however, it is important to ensure that the student perceives the alternative behavior as an efficient way to have their needs met or they are not likely to give up the problem behavior. According to the FBA summary statement for Jackson (Figure 2), he fidgets, gets off task, displays foul language, slams books, and picks on peers to escape difficult math tasks. The alternative behavior for Jackson must allow him to escape the difficult math task (serve the same function as the problem behavior). Asking for a break addresses this function and requires less energy than the series of tantrum behaviors described earlier ( easier ). Additionally, requesting a break is more socially 68