Replacement behavior examples by function

By the IEP Atlas editorial teamLast updated November 1, 2026

Short answer

A replacement behavior is a safer action that gets the student the same result the problem behavior did. If a student hits to escape a task, the replacement is asking for a break; if a student yells for attention, it is a signal that brings an adult. A good replacement matches the function, is easier and faster than the problem behavior, and is honored every time at first.

The replacement behavior is the heart of a behavior plan. Prevention steps lower the odds of the problem behavior, and adult responses stop paying it off, but only the replacement gives the student a new way to meet the need. Without one, the need is still there and the student will find another way to meet it, often a worse one.

The examples below are sorted by function. Each one names the problem behavior, the replacement, and the feature that makes the replacement work. The students are fictional. For how the function is found, see how to conduct an FBA; for whole plans built around these replacements, see the BIP examples by function. The FBA and BIP guide shows the full cycle.

What makes a replacement behavior work

Check every replacement against four tests.

Test	Question	Fails when
Same function	Does it get the same result?	A student who wants escape is taught to "sit quietly"
Efficiency	Is it as fast and easy as the problem behavior?	Asking takes 3 minutes to work; hitting takes 5 seconds
Acceptable	Will adults and peers respond to it in this setting?	A loud request in a quiet test room
Teachable now	Can the student do it with current skills?	A written request for a student who does not write yet

A replacement that is "the opposite of the problem behavior," such as "keeps hands to self" for hitting, is a desired behavior, not a replacement. It does not meet the need, so it rarely holds up on its own. Teach the true replacement first, then build the desired behavior.

Attention-maintained replacement examples

#	Problem behavior	Replacement behavior	What makes it strong
1	Calls out jokes during lessons	Raises a "talk card" for a 1-minute chat at the next pause	Guarantees the attention, just slightly later
2	Crawls under the table during independent work	Places a "check on me" card on the desk corner	An adult comes within 1 minute, faster than coaxing took
3	Pokes peers during partner work	Taps the peer's shoulder and says "Can I show you something?"	Same peer contact, in a way peers welcome
4	Cries loudly when the aide moves away	Uses a picture card or AAC button for "come here"	Easy for a student with limited speech
5	Throws pencil after peer is praised	Shows finished work to the teacher for a thumbs-up	Gets praise of their own, quickly
6	Lies on the floor in the hallway	Asks to be the line helper, walking next to the adult	Builds the attention into the routine

Escape-maintained replacement examples

#	Problem behavior	Replacement behavior	What makes it strong
7	Tears paper during long writing tasks	Hands over a break card for a 2-minute break	Honored right away at first, so it beats tearing
8	Leaves class during long worksheets	Asks for a "strip" of 5 problems at a time	Escapes the size of the task, not the learning
9	Puts head down when asked to read aloud	Says "pass" or "can I read it to you later?"	Escapes the public part, keeps the reading
10	Covers ears and runs from loud centers	Asks for headphones or a quiet spot	Escapes the noise without leaving learning
11	Pushes materials off the desk on hard problems	Asks for help with a help card or "I'm stuck"	Removes the hard part with support
12	Swears when corrected in front of peers	Uses a private signal that means "talk to me later"	Escapes public correction, keeps the talk

Replacement examples for getting an item or activity

#	Problem behavior	Replacement behavior	What makes it strong
13	Grabs a peer's tablet	Says or signs "my turn, please" and waits for a timer	Pairs the request with a clear wait
14	Screams for snack early	Points to the snack picture on a "first, then" board	Shows when the item is coming
15	Hits ball away when recess ends	Asks for "one more minute" with a visual timer	Gets a little more time, honored early on
16	Drops to the floor when told "no" to a swing	Asks to add his name to the turn list	Turns "no" into "later"
17	Refuses to hand over phone	Puts phone in a labeled pocket and checks it at a set time	Keeps access on a schedule
18	Knocks over blocks to get the art bin	Uses a choice board to ask for art next	A fast, visual request

Sensory or automatic replacement examples

#	Problem behavior	Replacement behavior	What makes it strong
19	Rocks chair onto two legs	Uses a wobble cushion or stands at a standing desk	Same movement input, safer
20	Bites sleeve during waiting	Uses a chew tool on a clip	Same oral input, hygienic
21	Hums loudly during quiet work	Listens to quiet music on headphones	Auditory input without disturbing peers
22	Flicks fingers near eyes by the window	Uses a visual fidget during work breaks	Matches the visual input on a schedule
23	Pushes palms hard against walls in line	Does wall push-ups at the start of the line wait	Same pressure input, planned
24	Picks skin during independent work	Uses a textured fidget in hand	Keeps hands busy with a similar input

For sensory replacements, the OT and the BCBA or school psychologist should agree on the input. Offer the replacement on a schedule, not only after the behavior.

Weak and strong versions, tied to the data

Each pair below shows a weak replacement and a strong one, with the data that told the team which to choose. Students and numbers are fictional.

Data from the FBA	Weak replacement	Why it failed	Strong replacement
14 of 18 exits during long worksheets; work not made up	"Stays in seat"	Does not meet escape	Asks for a break or a smaller chunk
18 of 22 episodes got 2 or more minutes of adult talk	"Works quietly"	Removes attention with no way to get it	Check-on-me card answered within 1 minute
Grabs happen with one tablet, 8 of 9 times	"Shares nicely"	No way to request or wait	"My turn, please" plus a visual timer
Hums at the same rate with or without adult response	"Uses a quiet voice"	Ignores the sensory function	Headphones with music, offered every 15 minutes
Break card used 1 time in 2 weeks	Break card, granted after "finish this first"	Slower than the problem behavior	Break card granted right away for 3 weeks, then delayed slowly

The last row is the most common failure in schools. A good replacement turns weak when adults add conditions too soon. The guide on when a BIP is not working walks through that check.

Replacement behavior IEP goals

The replacement behavior becomes the goal. Measure it with opportunity data: how many times the student used it out of the times they needed it.

"During independent writing, Maya will hand the teacher her break card and return to the task within 3 minutes, in 8 of 10 opportunities across 3 weeks." (escape)
"During independent work, Amara will place her check-on-me card and wait in her seat for up to 2 minutes, in 8 of 10 opportunities across 3 consecutive weeks." (attention)
"During centers, Omar will say or sign 'my turn, please' and wait for a 2-minute timer, in 4 of 5 opportunities across 4 weeks." (item)
"During lessons longer than 20 minutes, Ben will use his wobble cushion or standing desk instead of tipping his chair, with no more than 1 chair tip per lesson across 3 weeks." (sensory)

The replacement behavior goal templates have dozens more, sorted by grade band, and the classroom expectations goals cover the desired behavior that comes next. For the step-by-step method, see writing a behavior goal from an FBA. For students who communicate with AAC, functional communication training goals covers teaching the request itself. Paste each goal into the goal checker before the meeting.

Track the replacement on the opportunity data sheet and the problem behavior on a frequency sheet, so both lines appear on the graph.

Teaching the replacement

A replacement has to be taught, not just announced.

Model it in a calm moment and practice it 3 to 5 times in a short session.
Prompt it in the real setting at the first sign of the problem behavior.
Honor it every time at first, right away.
Fade the prompt, then slowly stretch the wait or the work time.

The What Works Clearinghouse practice guide on classroom behavior recommends teaching and reinforcing new skills to increase appropriate behavior.^[1] The IRIS Center FBA module covers choosing replacement behaviors that serve the same function.^[2]

Frequently asked questions

What is the difference between a replacement behavior and a desired behavior?

A replacement behavior meets the same need as the problem behavior, such as asking for a break instead of leaving class. A desired behavior is what adults want long term, such as finishing the work. Teach the replacement first, because it removes the reason for the problem behavior.

How quickly should adults respond to a replacement behavior?

Right away at first, ideally within seconds, every time. The replacement has to work faster than the problem behavior did. Once the student uses it reliably, adults can slowly add short waits or ask for a little more work first.

Can a student have more than one replacement behavior?

Yes, if the FBA found more than one function or setting. Start with one replacement per function and teach it well before adding another. Too many new skills at once can confuse the student and the staff.

Use it in IEP Atlas

Sources

Reducing Behavior Problems in the Elementary School Classroom, What Works Clearinghouse, Institute of Education Sciences
Functional Behavioral Assessment: Identifying the Reasons for Problem Behavior and Developing a Behavior Plan, IRIS Center, Vanderbilt University

Written and checked by the IEP Atlas editorial team under our editorial policy. This guide describes general practice and federal rules. It is not legal advice; your state may add requirements, and the IEP team makes the decisions for each student.