Used to help identify an appropriate replacement behavior.
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How to Use
1. Target behavior
Identify the target behavior (red path on template)
2. Immediate antecedent
Identify the immediate antecedent for the target behavior (red path)
3. Immediate consequence
Identify the immediate consequence of the target behavior (red path)
4. Hypothesized function
Identify the hypothesized function of the target behavior (red path)
5. Setting event
Identify any setting event relevant to the occurrence of the target behavior
6. Desired behavior
Identify the desired behavior (blue path on template)
7. Desired behavior’s consequence
Identify the desired behavior’s consequence (blue path)
8. Desired behavior’s hypothesized function
Identify the desired behavior’s hypothesized function (blue path)
9. rReplacement behavior
Identify a replacement behavior the will produce the same function as the target behavior (green path on template)
When to Use
To determine a functionally equivalent replacement behavior.
Functional Behavior Assessment and Behavior Intervention Plan development.
Additional Notes
Tips:
When a replacement behavior provides the same function, is as efficient as the target behavior, and is reinforced, the likelihood of that person using the replacement behavior increases.
If a student has more than one target behavior, complete a Competing Pathways for each.
Planning can still occur if you do not know the setting events.
A desired behavior may produce the same hypothesized function as the target behavior. This behavior may be considered as a replacement behavior.
A desired behavior may not produce the same function as the target behavior. Only use a replacement behavior that produces the same function as the target behavior.
Don’t forget to teach the student how to use the replacement behavior and reinforce its use!
