Fair Pair Slides The Fair Pair Principle
Functionally Equivalent Replacement Behaviors
SESSION 01
The Forbidden Word Challenge
The Rule
Turn to a partner. Discuss your favorite weekend activities for 2 minutes.
CRITICAL: You may NOT use the word "THE".
Discussion Questions
How did it feel to have a common behavior suppressed without a replacement?
Did you find yourself "cheating" or stopping the conversation entirely?
What happens to an individual when we take away their only way to get a need met?
The Fair Pair Rule
"For every behavior you target for reduction, you MUST select a behavior to increase."
Target Behavior
The maladaptive or "problem" behavior we want to decrease (e.g., screaming, hitting, throwing).
Replacement Behavior
A socially appropriate behavior that serves the same function (e.g., asking for a break, saying 'help').
Functional Equivalence
A replacement behavior must be functionally equivalent. It must allow the person to get exactly what they were getting from the old behavior.
The Efficiency Rule
The replacement behavior should be easier or faster than the old behavior whenever possible.
Is it a Match?
Old Behavior Function New Behavior Screaming Attention Tap on shoulder Ripping paper Escape "Break please" Grabbing toy Tangible Point to picture
Selecting the Right FERB
1
Same Function
Does it lead to the exact same outcome (e.g., getting the cookie or avoiding the math worksheet)?
2
Social Validity
Is it a skill that will be accepted in natural environments (school, grocery store, home)?
3
Ease of Use
Can the student perform the skill immediately, or do they need intensive training first?
Case Study Workshop
The Case of Leo
Leo is an 8th grader. When given a complex writing assignment, he begins to crack jokes loudly, making the class laugh. The teacher usually sends him to the hallway or the office.
Analyze
What is the behavior?
What is the function?
Propose a Fair Pair
Develop a Replacement Behavior that is functionally equivalent but more pro-social.
Fair Pair Worksheet Fair Pair Match-Up
Counseling & Behavioral Support | Unit 01
Student:
Date:
Part 1: Defining the Rule
"For every behavior you target for reduction, you must select a behavior to increase."
Explain in your own words:
Why is it unethical to simply "stop" a behavior without providing a replacement? Think back to the 'Forbidden Word' activity.
Part 2: Function Match-Up
Analyze each scenario below. Identify the primary function, then propose a Functionally Equivalent Replacement Behavior (FERB).
Target Behavior Function Proposed FERB Scenario A:
A student throws their pencil and sighs loudly whenever the teacher begins reading a history text aloud.
|
Attention
Escape/Avoid
Tangible
Sensory
| |
|
Scenario B:
A child in a daycare pushes a peer to get a blue tricycle that the peer is currently riding.
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Attention
Escape/Avoid
Tangible
Sensory
| |
|
Scenario C:
An individual bangs their head against a wall in a quiet room. The behavior continues whether adults are present or not.
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Attention
Escape/Avoid
Tangible
Sensory
| |
Part 3: The Efficiency Rule
Consider your FERB for Scenario B (the tricycle). If the push takes 2 seconds and gets the tricycle, but the FERB (asking politely) takes 30 seconds and might result in a "no," which behavior will the child choose? How do we make the FERB more efficient than the problem behavior?
Fair Pair Teacher Guide Lesson Guide: The Fair Pair Principle
Unit 1 | Behavioral Support Fundamentals
TEACHER RESOURCE
60 Minutes
11th Grade
Inquiry-Based
Learning Objectives
Students will explain the ethical and practical necessity of the Fair Pair Rule.
Students will categorize problem behaviors by their four primary functions (SEAT).
Students will design functionally equivalent replacement behaviors for case scenarios.
The Hook: Forbidden Word Challenge (10 min)
Setup: Inform students they will have a 2-minute conversation with a neighbor. The topic is "My Favorite Weekend Activities."
The Twist: They are absolutely forbidden from using the word "the." They cannot substitute it with "da" or any other sound-alike.
The Debrief: Ask students how they felt. Most will report frustration, silence, or finding "loophole" behaviors. Connect this to behavioral intervention: when we take away someone's primary tool for communication (even if it's "problematic"), we leave them helpless and frustrated unless we provide a "Fair Pair."
Key Instructional Points
SEAT Functions
S: Sensory
Functionally Equivalent (FERB)
A replacement behavior is NOT just "sitting quietly." It must be a behavior that achieves the same outcome. If the student screams for a break, the replacement must be a way to get that break.
Facilitation Notes & Differentiation
Discussion Prompts
"Is it ever okay to just stop a behavior without a replacement?" (Explore safety vs. long-term skill building)
"How do we know if a replacement behavior is 'fair'?"
Support / Challenge
Support: Provide a word bank of replacement behaviors for the worksheet.Challenge: Ask students to analyze how the *environment* could be changed to make the problem behavior unnecessary.
FCT Slides Communicating the Need
Functional Communication Training (FCT)
Unit 02 | The Voice of Behavior
Analysis: Tantrum vs. Sign
[Instruction: Play comparison video of toddler requesting juice]
Scenario 1: High-intensity tantrum for 5 minutes.
Efficiency Comparison
A Effort: Which one took more energy from the child?
B Latency: Which one got the juice faster?
C Success: Which one is more likely to work in public?
What is FCT?
Functional Communication Training is an evidence-based practice where we teach a communicative response that is functionally equivalent to the problem behavior.
Behavior = Communication
If a student hits to get attention, hitting is their "voice." We need to give them a better one.
Modalities of Communication
1
Vocal (Speech/Approximations)
2
Gestural (Pointing/ASL)
3
Graphic (PECS/Choice Boards)
4
Digital (AAC Apps/High-Tech)
Designing the Protocol
Step 1: Function
Know exactly what they want (SEAT).
Step 2: Selection
Pick a response that fits the student's ability.
Step 3: Prompting
How will we help them use the new skill?
Step 4: Reinforce
Immediate
Every single time at first.
Case Study: Maya
Maya is 4 years old. When her teacher says, "Time to clean up," Maya bites her own arm or nearby peers.
The teacher usually stops the cleanup transition and goes to help Maya calm down.
1. Analyze
What is the function of the biting?
2. Solve
Design a communication replacement.
FCT Protocol Worksheet FCT Protocol Designer
Behavioral Blueprint | Case Study Maya
Designer:
Scenario Review: Maya
Maya (4) bites her arm or others when told to "clean up" (Transition from high-preference activity to low-preference activity). The function is identified as Escape/Avoidance of the cleanup task.
1 Select the Communication Form
Which modality is best for a 4-year-old in a busy classroom? Why?
Vocal ("Break")
ASL ("Finish")
Picture Icon
AAC Switch
Justify your selection...
2 Prompt Hierarchy
Maya doesn't know the new skill yet. How will the teacher support her at the exact moment the "Clean Up" demand is given?
Immediate Prompt (Level 1)
Faded Prompt (Level 2)
3 Response Protocol
If Maya uses the FERB
Example: She hands the "Break" icon instead of biting.
If Maya bites her arm
Reminder: We must stop reinforcement of the old behavior.
Sustainability Check
How do we eventually teach Maya that she *must* clean up, even if she asks for a break?
FCT Teacher Guide Teacher Guide: Communicating the Need
FCT UNIT 2
Lesson Focus: Shifting the power dynamic from maladaptive behavior to functional communication. Students learn the technical "how-to" of FCT.
Materials Needed:
FCT Slides & Case Study Video (Toddler/Juice)
FCT Protocol Worksheet (Case Study Maya)
Sample AAC devices or picture cards (Optional)
Facilitation Logic: The "Efficiency" Pivot
This lesson rests on one truth: Behavior is a choice based on effort vs. reward. If screaming is "easier" than signing, the child will scream. Your job is to guide students to realize that FCT must make the communication better and faster than the problem behavior.
The "Extinction" Challenge
Explain to students: FCT only works if the old behavior stops working. If the student bites AND gets a break, but also signs AND gets a break, they will keep biting because it's a stronger habit. We must use Extinction —the old behavior now results in zero reward.
Maya Case Study Discussion Points
Questioning Prompts
"Why might biting be more 'efficient' than saying 'I need a break'?"
"If Maya can't speak clearly under stress, what modality should we choose?"
"How do we prevent the 'bite' from happening while we teach the 'sign'?" (Anticipatory prompting)
Common Student Errors
Students often want to teach complex phrases like "Excuse me, may I please have a break from this work?" Explain that for a 4-year-old in crisis, a simple "Break" icon is much more realistic and functionally equivalent.
Prompt Hierarchy Refresher
Guide students through these prompt levels for the worksheet:
Full Physical Hand-over-hand
Partial Physical Guiding at elbow
Model Showing the action
Gestural Pointing to icon
The Art of Waiting Slides The Art of Waiting
Tolerance for Delay and Denial
SESSION 03
The Impulse Challenge
"One now, or two later?"
The Stanford Marshmallow Experiment demonstrated the psychological struggle of Delayed Gratification.
Reflect:
Think about a time you had to wait for something you desperately wanted. What were your physical sensations? Your thoughts?
The Brain Conflict
Impulse control isn't just "willpower"—it's a skill controlled by the prefrontal cortex that must be practiced and reinforced.
The Behavioral Reality
If a student can ask for a break, but isn't allowed to wait for one, the communication skill is useless in the "real world."
The Danger of "Always Yes"
The Trap
When we first teach FCT, we say "Yes" to every request to build the habit. But if we stay there, we create Reinforcement Dependency.
Real life doesn't always grant breaks immediately.
Waiting is a "survival skill" for employment and school.
The Solution: Tolerance Training
Systematically increasing the "work" or "time" required between the request and the reward.
Wait-Time Procedures
1. Signal
Give a clear visual or verbal cue that the reward is coming but delayed. ("Wait," "In a minute," Visual timer).
2. Delay
Start with 1-2 seconds. Gradually increase based on success. If they "break," you went too fast.
3. Tolerate
Student must remain calm during the wait. Reinforcement is delivered ONLY for calm waiting.
The "No" Protocol
Teaching Tolerance for Denial
Sometimes the answer is just "No." How do we teach a student to accept this without returning to maladaptive behaviors?
Step A: Offer a Choice
"You can't have the iPad, but you can have the blocks or the book."
Step B: Re-Focus
Engage the student in a brief, high-success task before offering the alternative.
Tolerance Training Worksheet Tolerance Training Planner
Session 03
Impulse Control
Target Profile
Student Profile: Marcus (High School). Marcus has mastered FCT and now uses a "Break" card effectively. However, he becomes aggressive if the teacher asks him to finish "one more problem" before the break or if the break is delayed by more than 5 seconds.
The Threshold
Determine the starting point for training based on Marcus's current limits.
Baseline Wait Time (Calm)
Example: 3 Seconds
Initial Training Goal
Visual/Verbal Signals
What "bridge" will you provide Marcus during the wait?
Visual Timer (App or Sand)
Specific Verbal Cue ("Wait" or "Almost")
"Wait" Symbol / Red-Green Card
Phase 1: Incremental Delays
Describe how you will move Marcus from his 3-second baseline to a 60-second wait over the course of two weeks.
Days 1-3
Days 4-7
Days 8-14
The "No" Scenario
Sometimes a break is impossible (e.g., during a fire drill or an exam). Design a 3-step script to help Marcus accept a "No" in an emergency.
1
2
3
Waiting Teacher Guide Teacher Guide: The Art of Waiting
Unit 3 | Delay & Denial Tolerance
Delay of Reinforcement
FCT is the "voice," but Tolerance Training is the "discipline." This lesson teaches students how to systematically thin reinforcement schedules without causing a behavioral relapse.
Key Vocabulary
Reinforcement Thinning: Increasing the ratio of work/time to reward.Signaling: Using visual or verbal cues to define the wait period.Alternative Reinforcement: Offering a different reward when the primary one is unavailable.
The "Burst" Danger
Warn students about Extinction Bursts . When a student who is used to immediate rewards is suddenly asked to wait, their behavior may temporarily get much worse. This is a sign the wait time is increasing too fast or the "signal" isn't clear enough.
Facilitating the Marshmallow Discussion
Before showing the video or discussing the test, ask students: "What is the longest you've ever waited for something you really wanted?" (A car, a college acceptance, a video game release).
Connect their personal experiences to Marcus (the case study). For Marcus, 10 seconds of waiting for a break feels like 10 months for us. The brain's Amygdala (fight/flight) is screaming "I'M NOT GETTING WHAT I NEED!" while the Prefrontal Cortex (logic) is trying to stay calm.
Simulation: The Timer Stress Test
The Setup
Have students partner up. One is the "Student," one is the "Teacher." The student's "reward" is 30 seconds of scrolling their phone. They must request it politely.
The Challenge
The teacher must delay the phone for varying amounts of time (5s, 15s, 45s) while making the student solve math problems on a scratchpad. Observe the student's irritation levels.
"Waiting is a muscular skill—it gets stronger with targeted resistance."
Case Study Guide (Marcus)
Ideal Progress for Marcus:
Phase 1: Increase wait from 3s to 5s. Use a sand timer.Phase 2: 10s. Require Marcus to put his pencil down and hands on the desk (Alternative calm behavior).Phase 3: 30s+. Introduce "one more task" before the break becomes available.
Social Blueprint Slides The Social Blueprint
Direct Instruction & Behavioral Skills Training (BST)
SESSION 04
The "Wrong" Model
Observation Challenge
Your instructor is about to demonstrate a common social interaction (e.g., asking to join a group game). Watch carefully.
Spot the Mistakes:
Proximity (Space)
Eye Contact / Body Language
Timing (Interrupting)
Tone of Voice
Why does this matter?
"Social skills are often 'caught,' but for students with behavioral needs, they must be 'taught'—explicitly and repeatedly."
Behavioral Skills Training (BST)
1
Instructions
Tell them what to do and why.
2
Modeling
Show them exactly how it looks.
3
Rehearsal
Let them practice in a safe space.
4
Feedback
Correct mistakes and praise success.
BST is the gold standard for teaching complex behaviors because it involves active performance, not just listening.
The Power of the Model
A "Good" Model should:
Be clear and slightly exaggerated.
Use someone the student respects (Peer modeling).
Include "Think-Alouds" to explain internal logic.
Think-Aloud Example
"I'm going to walk over to Sarah. I see she's on her phone, so I'll wait for her to look up before I say hello. I'll stand about one arm-length away..."
Practice Makes Permanent
Rehearsal (Role Play)
Practice the skill until the student can do it fluently (quickly and without thinking). Do it in different places with different people.
Constructive Feedback
Praise:
"I love how you made eye contact!"
Correction:
"Next time, try waiting for a pause in the conversation."
BST Mini-Lesson Planner BST Mini-Lesson Planner
Counseling Skills Practice
Behavioral Skills Training
Task: Select a common social skill that a high school student might struggle with (e.g., asking for help, disagreeing politely, starting a conversation). Use the BST framework to design a 5-minute instructional plan to teach this skill to a peer.
Target Social Skill:
1. Instructions
What are the 3 key "rules" or steps for this skill? (The 'Cheatsheet')
2. Modeling Script
Write a brief "Think-Aloud" you will say while modeling the skill.
"I'm thinking... first I need to... then I will..."
3. Rehearsal Scenario
Describe the role-play scenario your peer will practice.
Example: You are at the lunch table and want to join a conversation about...
4. Feedback Checklist
What specific things will you look for to give feedback?
Post-Practice Reflection:
After teaching your peer, what was the hardest part for them? How would you adjust your modeling next time?
Social Skills Teacher Guide Teacher Guide: The Social Blueprint
Unit 4 | Social Skills & Modeling
Key Concepts
BST (Behavioral Skills Training): A 4-step evidence-based teaching model.Think-Alouds: Verbalizing internal cognitions during modeling.Generalization: Ensuring skills transfer to new settings.
Preparation
Prepare a "bad" social model for the hook. Choose something awkward but high-school relevant (e.g., trying to join a conversation but standing 6 inches from someone's face and not speaking).
The "Bad Model" Simulation (10 min)
Step 1: Ask for a student volunteer to play a "group of friends" talking. You (the teacher) will be the student trying to join.
Step 2: Demonstrate the skill wrong . Stand too close, interrupt, look at the floor, and use a monotone voice. Ask: "I want to join this group. What did I do wrong?"
Step 3: Transition to BST. "We can't just say 'be better.' We have to show exactly how to do it."
Mastering the BST Loop
I
Instructions:
Be brief. Use visual checklists. Students shouldn't have to memorize—give them the list!
M
Modeling:
Focus on the "Why." Use think-alouds: "I'm checking the teacher's face to see if they look busy before I ask my question."
R
Rehearsal:
Practice makes permanent. Correct immediately. Don't let them practice the wrong way!
F
Feedback:
4:1 ratio. Four pieces of praise for every one correction. Keep it positive.
Student Practice Instructions
While students work on their Mini-Lesson Planner, circulate to ensure their "Modeling Script" actually includes think-alouds. Many students will just write "I will talk to them." Challenge them to write what they are thinking .
Peer Practice: Have students pair up. Partner A teaches their skill for 5 mins, then they swap. Use a timer. Ensure they actually role-play—no "just explaining."
Regulation Menu Slides The Regulation Menu
Self-Regulation & Coping Strategies
FINAL SESSION 05
The Physiological Shift
Phase 1: The Stressor
You have 2 minutes to complete a complex mental math quiz with loud, distracting music playing.
Intensity: HIGH
Phase 2: The Reset
Immediate guided breathing (4-7-8 method). Absolute silence. Progressive muscle relaxation.
Intensity: LOW
Behavior as Sensory Regulation
When the function is Sensory, the individual is trying to change their internal state.
Hypersensitive
Overwhelmed. Needs to Reduce input.
Hyposensitive
Seeking more. Needs to Increase input.
Functional Replacements:
Deep Pressure (Weighted vests)
Movement Breaks (Walking, Jumping)
Noise Cancellation (Headphones)
Fidget Tools (Texture/Motion)
The Coping Menu
"Appetizers"
Quick fixes (under 1 min).
• 3 Deep Breaths
• Hand Clench
• Visual Check-in
"Main Course"
Regulation resets (3-5 mins).
• Sensory Break
• Journaling
• Guided Relaxation
"Desserts"
Long-term recovery (10+ mins).
• Movement Activity
• Quiet Room Time
• Preferred Interest Task
A menu gives the student Agency. They choose the strategy that fits their current feeling.
Self-Monitoring
Replacement behaviors only work if the student knows WHEN to use them.
Body Awareness
Teaching students to notice their own physical triggers (sweaty palms, fast heart rate, tight jaw) before the behavior occurs.
The "Zones" Check-In
Blue: Sad / Tired
Green: Calm / Ready
Yellow: Anxious / Frustrated
Red: Out of Control
Coping Menu Creator The Coping Menu
Personalized Regulation Strategy Set
User Profile:
Step 1: The Trigger Analysis
Identify a specific stressor for your student (e.g., loud hallways, difficult math, peer conflict).
Stressor / Trigger
Early Physiological Signs (Internal)
Step 2: Designing the Menu
Select at least 2 strategies for each "course." Ensure they are functionally equivalent to the regulation need (Sensory/Emotional).
Appetizers (Quick Resets)
Strategy A...
Strategy B...
Main Course (Deep Regulation)
Strategy A...
Strategy B...
Desserts (Recovery & Reward)
Strategy A...
Strategy B...
Step 3: Self-Monitoring Prompt
Design a visual prompt or "check-in" card that the student can keep on their desk. What words or images will prompt them to use their menu?
Sketch Visual Layout Here
Regulation Menu Teacher Guide Teacher Guide: The Regulation Menu
Unit 5 | Self-Regulation & Sensory Support
Emotional Resilience
"When the lid is flipped, logic is gone. We must regulate the brain stem before we can talk to the mind."
Physiological Baseline
Students must understand that self-regulation isn't about "behaving"—it's about managing biological stress responses. Triggers cause cortisol spikes; coping strategies act as biological brakes.
Sensory Functions
Behaviors with a sensory function are "self-reinforcing." They feel good (or reduce pain) regardless of what adults do. The replacement MUST provide that same sensory relief.
The Stress/Relaxation Hook (15 min)
The Stressor: Play high-energy, chaotic music (e.g., speed metal or white noise). Hand out a math quiz that is significantly above their grade level. Give them exactly 2 minutes to "Finish or fail."
The Transition: Stop the music. Turn off lights. Have students close eyes. Lead a 3-minute guided relaxation. Start with "Box Breathing" (4s in, 4s hold, 4s out, 4s hold).
The Debrief: "Where did you feel the stress in your body? (Shoulders, jaw, stomach?) How long did it take for that feeling to go away?"
The Menu Framework
Appetizers
Discreet, fast, can be done while working. (e.g., Fidget in pocket, ground feet into floor).
Main Course
Requires a shift in activity. (e.g., Drawing for 5 mins, getting water, heavy work/wall pushups).
Desserts
Full reset activities. (e.g., Sensory room, walking outside, listening to music).
Case Study Support
If students struggle to pick a "Stressor" for the worksheet, offer these profiles:
The Sensitive Learner: Becomes irritable in the loud, bright cafeteria.The High-Pressure Student: Throws paper when they get a "C" or lower.The Sensory Seeker: Constant tapping and humming that disrupts others. 
