Replacement Behavior Tools: Perseverative Behaviors

The perseverative behaviors described may be providing sensory input (i.e. feel good) or it may be the result of the student’s difficulty determining how she should respond in that environment. For example, perhaps the student doesn’t know how to appropriately answer a question or get attention from peers.

Providing the student with substitute or replacement behaviors will teach more appropriate responses. This involves teaching the student when and where the student can shout out and clap, and when they cannot. In addition, teach the student another replacement skill for attention (raising their hand, holding up a card, asking a question about the task, etc.).

First, introduce the replacement skills to the student using visual support and modeling. If the student still engages in the interfering behavior (clapping and shouting), immediately cue her to the replacement skills. When the student demonstrates the new replacement behaviors, provide reinforcement with positive attention and if needed, extra reinforcement like a token on a token board or something the student can earn when they demonstrate the new skill.

If the student continues to struggle with when to clap hands, consider that clapping hands is a sensory strategy. Work with an Occupational Therapist to investigate the best options.

Social stories provide a student with an understanding of their perspective and the perspective of others related to behaviors of concern. Replacement behaviors provide the same input and purpose of the behavior of concern. Providing positive attention for replacement behaviors increases the probability of success.

• Child's Age: 6-10, 11-13, 14-17, 18+
• Planning Effort: Moderate
• Difficulty Level: Easy

Ability for student to read and understand a social story.

Social story to address behaviors of concern

1. Create a social story that includes the behavior of concern and how the behavior may make the student’s peers feel; include replacement behaviors for the ‘behavior of concern’.
2. If possible include any Special Interest character into the story to increase motivation and the possibility of success.
3. If the student is older, allow the story to be read independently; however, be available to answer any questions or demonstrate the replacement behaviors. Because some behaviors provide sensory input, include replacement behaviors that also provide sensory input if needed.
4. Whenever the student displays the replacement behaviors provide immediate attention. If the student engages in any of the behaviors of concern, give your attention to other students engaging in appropriate behaviors.
5. See the attached social story as an example of the behaviors of concern and the replacement behaviors.
6. You can also use visuals of the replacement behavior and place them on the student’s desk. This is a great cueing system and allows you to quickly redirect the student using minimal attention.