Socially Valid Alternative Behavior
Key Takeaways
- Alternative behavior should serve the same function as the behavior targeted for reduction when function is known.
- A socially valid alternative is effective, acceptable, efficient, and usable in natural contexts.
- Replacement responses may need shaping, prompting, reinforcement, and generalization programming.
- Communication, tolerance, cooperation, and independent skills often make reduction goals more durable.
Choosing Alternative Behavior
A replacement response is not just any positive behavior. It should help the learner access the same or similar reinforcer in a more acceptable way, especially when functional assessment identifies the maintaining contingency.
For attention-maintained disruption, a learner may be taught to request attention, wait briefly, or join an activity. For escape-maintained aggression, the learner may be taught to request a break, request help, or tolerate brief demands with reinforcement.
Alternative Behavior Test
| Test | Question |
|---|---|
| Functional | Does it access the relevant reinforcer? |
| Efficient | Is it easier than the problem behavior at first? |
| Acceptable | Will others respond to it in natural settings? |
| In repertoire | Can the learner do it now, or must it be taught? |
| Durable | Can it generalize and maintain over time? |
Common Exam Traps
Do not select an alternative response that is too hard, too slow, unavailable in the setting, or unrelated to the function. A polite sentence may be socially attractive but unrealistic for a learner who currently uses a single-word mand.
Alternative behavior can expand over time. Early treatment may reinforce a simple card exchange for a break. Later treatment may shape vocal requests, delay tolerance, task completion, and independent coping skills.
A learner hits peers to gain access to a tablet. Which replacement response is most functionally matched as an initial target?
Which feature makes a replacement response more likely to compete with problem behavior early in treatment?
A BCBA teaches a child to request a break, but the child only uses the response with one technician at one table. Which programming need is most evident?