Teaching · Special Education

A replacement that gets the same thing, more easily.

Name the behavior, what sets it off and what it gets the student, then choose a replacement that gets the same result with less effort. The summary lays out both paths side by side and tells you where the replacement would lose.

Start a planWhat you get
$12one-time · every device you sign in on
Buy · $12

Included with Caveat Classroom and Whole-school licenses. Or get it in the Special Education toolkit, $99 for 100 items.

The replacement skill plan

One plan per student and behavior. Use initials or a code, never a name. The example is made up.

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What you get

Teaching · Special Education$12 · included with Classroom and Whole-school licenses

What you finish with
For each behavior, the function, the replacement and desired behaviors, six competing checks, teaching and adult responses, and a baseline, with the competing pathway laid out and the weak points flagged.
Who it is for
Special education teachers, school psychologists and behavior specialists writing behavior intervention plans with the IEP team and the classroom teacher.
Format
Browser form. Several saved records; printed with the summary or as a blank form; CSV with one row per plan; export and import a file.
Access
$12 one-time, yours on every device you sign in on; the tool opens once you are signed in with it. Included with Caveat Classroom and Whole-school licenses. Also in the Special Education toolkit ($99) and the Teaching Suite pass ($199), and 1 more bundle. Everything you type stays in this browser; nothing is sent to Caveat.
Where it lives
The Special Education space in Caveat Teaching.
Support
Questions about an order, access or a correction: team@caveatacademic.com.
Drawn for this page. A replacement skill leads to the same door as the problem behavior, by a smoother road.

How to use it

  1. Start a record with the student’s initials or a code.
  2. Describe the behavior, what comes before and after, and its function from the assessment.
  3. Write the replacement and mark each of the six checks yes, no or not sure.
  4. Plan how it is taught and prompted, and how adults respond to each behavior.
  5. Enter baseline counts, then fix what the summary flags before teaching starts.

Start a plan

What the plan is for

Function first

A problem behavior keeps happening because it works: it gets attention, an item, a way out of a task, or a feeling. A replacement behavior has to work for the same reason. Teaching a student to sit quietly does not replace a behavior that gets them out of writing; asking for a break does.

Why efficiency decides

Research on response efficiency shows students choose the behavior that pays off faster, more often and with less effort. That is why the replacement must be easy, honored every time while it is new, and why the problem behavior should stop paying off. The desired behavior, such as finishing the task, comes later as supports fade.

What this form is not

It builds on a functional behavioral assessment; it does not replace one, and it is not the behavior intervention plan itself. Records use a code, never a name, and stay in this browser.

Sources

  1. O’Neill, R. E., Albin, R. W., Storey, K., Horner, R. H., & Sprague, J. R. (2015). Functional Assessment and Program Development for Problem Behavior: A Practical Handbook (3rd ed.). Cengage. (Competing behavior pathway.)
  2. Horner, R. H., & Day, H. M. (1991). The effects of response efficiency on functionally equivalent competing behaviors. Journal of Applied Behavior Analysis, 24(4), 719–732.
  3. Carr, E. G., & Durand, V. M. (1985). Reducing behavior problems through functional communication training. Journal of Applied Behavior Analysis, 18(2), 111–126.
  4. Individuals with Disabilities Education Act regulations, 34 CFR 300.324(a)(2)(i) and 300.530(f) (positive behavioral interventions; functional behavioral assessment and behavior intervention plan).
  5. Family Educational Rights and Privacy Act, 34 CFR Part 99.

The example student is made up. The plan supports a team’s behavior intervention planning; it does not diagnose or replace a functional behavioral assessment. Support: team@caveatacademic.com.