Matching Function Slides Matching the Function
The Concept of Functional Equivalence in Behavior Support
The Vending Machine Analogy
The Failure
You press the button for your favorite chips. Nothing happens. You press it harder. Still nothing. You shake the machine. It’s broken.
The Replacement
What do you do next?
Press the button for different chips?
Go to a different machine?
Ask for a refund?
"If the old button stops working, we don't just stand there; we press a different button that works."
The Golden Rule of FERB
The replacement behavior MUST serve the exact same function as the problem behavior.
Same Reinforcement
Faster Delivery
Less Effort
The Matching Law
Humans and animals allocate their behavior based on the relative rate of reinforcement. We will choose the path of least resistance to get what we want.
Frequency
How often do I get the "good stuff" when I do this?
Magnitude
How much of the "good stuff" do I get?
Immediacy
How quickly do I get it?
If the "bad" behavior works faster, easier, and more often than the "good" behavior, which one will the student choose?
The FERB Efficiency Test
1
Response Effort
Is it physically or mentally easier than the problem behavior?
2
Schedule of Reinforcement
Does it work every time? (Consistency)
3
Latency
Do I get the reward faster?
Putting it into Practice
We are going to analyze Case Study: Marcus. We need to find a behavior that beats his "Screaming" button in terms of efficiency and function.
Get Ready for the Worksheet
Efficiency Evaluation Worksheet Efficiency Evaluation
Developing Functionally Equivalent Replacement Behaviors (FERBs)
Student Name
Date
Part 1: The Matching Law
Consider the Matching Law. If a student has two ways to get teacher attention (the reinforcer), which behavior are they likely to choose based on the criteria below? Circle the behavior that is more efficient.
Condition: Immediacy
Option A:
Raising hand and waiting 2 minutes for teacher to walk over.
Option B:
Shouting "I need help!" and teacher looking over immediately.
Condition: Effort
Option A:
Tapping a "Help" icon on a tablet on the desk.
Option B:
Writing a full paragraph describing why the math problem is hard.
Part 2: Case Study - Marcus
Scenario Overview
Marcus is a 14-year-old student who often screams and throws his pencil during independent reading time. Functional assessment data indicates that when Marcus screams, the teacher immediately comes to his desk, prompts him to "stay calm," and sits with him for several minutes to help him re-engage with the book. When Marcus works quietly, the teacher stays at her desk to avoid interrupting his flow.
Identified Function
Target Reinforcer
Propose TWO potential FERBs for Marcus and evaluate their efficiency relative to the problem behavior (Screaming/Throwing).
Proposed FERB Effort Level (Low/Med/High) Immediacy of Reinforcer Social Acceptability
Critical Analysis:
Based on the Matching Law, why is Marcus currently choosing to scream instead of waiting for natural teacher attention?
Matching Function Facilitation Guide Facilitation Guide
Lesson 1: Matching the Function
Estimated Time
60-90 Min
Lesson Objectives
Explain the rule of functional equivalence.
Apply the Matching Law to behavior choice.
Evaluate behavior efficiency using three key criteria.
Select appropriate FERBs for a specific case study.
Discussion Prompts: The Vending Machine
"Why do we keep shaking the machine even if we know it's broken?"
Key Point: Intermittent reinforcement. If it worked once in the past, we are likely to try again with higher intensity (extinction burst).
"If you want chips, and the chip machine is broken but the pretzel machine works, which one do you use?"
Key Point: Functional equivalence. If you want chips, a pretzel might not be an equivalent reinforcer. If you want *food*, any machine works.
Worksheet Answer Key & Scoring Notes
Part 1: The Matching Law
Condition 1 (Immediacy): Option B (Shouting) is more efficient because reinforcement is immediate.
Condition 2 (Effort): Option A (Tablet Tapping) is more efficient because it requires lower physical effort.
Part 2: Case Study - Marcus
Identified Function:
Attention (Teacher proximity/interaction).
Potential FERBs:
Raising a colored "I need help" card (Low effort).
Pressing a call button for the teacher (Low effort, high immediacy).
Saying "Teacher, come look at this!" (Low-medium effort).
Why Marcus chooses to scream:
Because screaming is currently the 100% consistent way to get immediate attention. Being "good" (working quietly) results in extinction (the teacher ignores him to avoid interruption). The Matching Law dictates he will choose the response with the highest relative rate of reinforcement.
Common Student Misconceptions
Students often suggest "Reading quietly" as the replacement behavior. Remind them: "Reading quietly" is the goal, but it is NOT functionally equivalent to getting attention if the teacher ignores it. A FERB must result in the same prize as the problem behavior.
The Power of Voice Slides The Power of Voice
Implementing Functional Communication Training (FCT)
Challenge: Silent Communication
Scenario
You need to tell me that the lights in this room are making your head hurt and you want to move to the library, but you cannot speak.
What happens if I don't understand your gestures?
Frustration builds
Behavior escalates
Communication "fails"
FCT
Functional Communication Training
Definition: An evidence-based practice where problem behaviors are replaced with a more appropriate and efficient communicative response that serves the same function.
Why Communication?
Most challenging behaviors are simply proto-mands—primitive attempts to ask for something without the tools to do so properly.
Choosing the Right Modality
Vocal/Verbal
Words, phrases, or sentences. Best for students with existing vocal imitation skills.
PECS / Icons
Picture Exchange Communication System. Great for concrete thinkers and early learners.
AAC / SGD
Speech Generating Devices or Apps. High flexibility and volume of vocabulary.
Implementing FCT: 4 Steps
1
Functional Assessment
What do they want?
2
Select Modality
What can they do?
3
Prompt Response
Force the success!
4
Immediate Reinforcement
CRF Schedule.
Prompting for Independence
Crucial Principle: Errorless Learning
Initially, use the most intrusive prompt (Physical or Full Model) to ensure the student gets the prize immediately upon the communication attempt.
Fade prompts as quickly as possible to avoid prompt dependency!
Prompt Hierarchy
1. Full Physical
2. Partial Physical
3. Model
4. Gestural
5. Verbal Hint
6. INDEPENDENT
FCT Intervention Design Worksheet FCT Design Plan
Communication Intervention Protocol
Clinician:
Date:
Phase 1: Baseline Behavioral Profile
Target Problem Behavior
(Provide a clear, operational definition)
Maintaining Function
Escape
Attention
Tangible
Sensory
Specific Reinforcer
Phase 2: FCT Intervention Selection
Communicative Modality Vocal/Speech Sign Language PECS/Icon Exchange AAC Device
Target Response (Script/Action)
Precisely what will the student say or do?
Response Efficiency Check
Relative Effort
Must be lower than PB
Reinforcement Schedule
Continuous (FR1)
Every single time
Immediacy
< 3 Seconds
Zero delay initially
Phase 3: Teaching & Prompting Strategy
Initial Prompting Procedure
Describe how you will evoke the communicative response the moment the student is motivated for the reinforcer.
Fading Criteria
When will you move from the initial prompt to a less intrusive one? (e.g., 3 consecutive successes)
Phase 4: Thinning the Schedule
Initially, the student gets the prize every time. Long-term, they must learn to wait. Describe your "Waiting" or "Delay Tolerance" plan once the FERB is mastered.
Draft Maintenance Plan Here
The Power of Voice Facilitation Guide Teacher Facilitation Guide
Lesson 2: The Power of Voice (FCT)
The Silent Communication Challenge
Setup
Before showing the FCT definition, pair students up. Assign one student to be the "Communicator" and one to be the "Listener."
The Secret Prompt
Give the Communicator a slip of paper with a complex request:"The buzzing of the fluorescent lights is giving me a migraine. I need to go to the darkened nurse's office for 10 minutes."
The Rule
"The Communicator must get this message across without speaking, writing, or using technology. The Listener should try their best but NOT make it easy."
Debrief Questions
To the Communicator: How did it feel when the listener guessed wrong? Did you feel like "escalating" your gestures?To the Listener: What was the most frustrating part of trying to help someone who couldn't tell you what they needed?To the Class: How does this relate to a non-verbal student in a noisy classroom?
FCT Design Checklist (For Teachers)
When reviewing student worksheets (FCT Design Plan), ensure they have addressed these three common pitfalls:
PITFALL 1
The Response is too hard. If a student uses vocal speech but has a severe articulation delay, requiring a full sentence like "May I please have a break?" is NOT efficient. A simple "Break" or a card exchange is better initially.
PITFALL 2
Missing the motivation (MO). FCT must be taught when the student *actually* wants the item. You cannot teach a "Break" request when the student is happily playing.
PITFALL 3
Reinforcement delay. Remind students that in the "Training" phase, the answer to the FERB is ALWAYS "Yes" and it is ALWAYS "Right now."
Escape Routes Slides Escape Routes to Success
Designing FERBs for Negative Reinforcement
!
The Ultimate Escape
"Leo is presented with a double-digit multiplication worksheet. He immediately flips his desk, screams, and is sent to the principal's office."
The Result:
Leo is away from the math worksheet for 45 minutes.
The Problem
Flipping a desk is extremely efficient. It works every time, it works instantly, and it provides a long break.
Can we make "Asking for help" better than flipping a desk?
The Escape Toolkit
Requesting a Break
Temporary removal of the demand. (e.g., "I need a 2-minute break").
Asking for Help
Reduction in task effort. (e.g., "Can you do the first one with me?").
Negotiating Work
Altering the task volume or difficulty. (e.g., "Can I do the odd numbers?").
Why "Help" Beats "Escape"
The "Help" Strategy
Increases task completion over time.
Socially valid in all settings.
Leads to skill acquisition (learning the math).
"A break is just a pause. Asking for help is progress."
For students who flip desks, we often start with Breaks (immediacy) and then shift to Help (efficiency and skill building).
The "Later" Problem
Once a student has mastered asking for a break, they will ask for it constantly. We must teach Delay Tolerance.
0s
Immediate break delivery.
"One more"
Requirement to do one small thing first.
5min
Systematic increase in work duration.
Note: Only increase the delay when the student is successful at the previous level.
Escape Workshop
We are going to use the Escape Scenario Cards to simulate teaching a student how to request a break or ask for help in high-stress academic moments.
Simulation 1: The Break Simulation 2: The Help
Escape Simulation Cards Escape Simulation Cards
Role-Play: Teaching Functional Replacement for Escape
Lesson 3 Activity
Instructions: Cut out the cards below. Work in pairs: one person plays the Student (using the behavior described) and the other plays the Teacher (attempting to prompt the designated FERB).
Scenario 01
The Perfectionist
Context: High school writing assignment.
Behavior: Crumples paper and stops working when they make a spelling mistake.
Target FERB
Requesting Help: "Can you help me spell this?"
Scenario 02
The Sensory Overload
Context: Loud cafeteria environment.
Behavior: Puts head on table and groans loudly until allowed to leave.
Target FERB
Requesting a Break: "I need 5 minutes in the hall."
Scenario 03
The Fatigue
Context: End of the day, long math lecture.
Behavior: Taps pencil loudly and stares at the clock, refusing to open the book.
Target FERB
Negotiating Work: "Can I do the first 5 now and 5 later?"
Scenario 04
The Social Escape
Context: Group project discussion.
Behavior: Interrupts peers with unrelated jokes until the group gives up on the task.
Target FERB
Task Simplification: "Can I just do the drawing part?"
Simulation Reflection
What was the hardest part about prompting the FERB before the behavior occurred?
Did the "Student" find the FERB more or less effortful than the problem behavior?
Manding and Waiting Slides Manding and Waiting
Replacing Attention and Tangible Seeking Behaviors
Analyze the Interruptor
"Maya is 7 years old. Every time her teacher starts talking to another adult, Maya begins tapping her on the arm, louder and harder, until the teacher stops and says, 'Maya, please wait!'"
The Problem:
Maya is successfully "manding" for attention via physical force. The teacher's correction is the very thing Maya wants.
Brainstorming
Can you find 5 ways Maya could get attention properly?
Raising a hand?
Saying "Excuse me"?
Waiting for a pause?
The Dual Approach
1. Manding
Requesting the item/attention.
Focuses on the how . Teaching the specific word, sign, or icon to use to get what they want.
Priority: Response Effort
2. Waiting
Tolerating the absence.
Focuses on the when . Teaching the student to wait for a specific duration or cue before receiving the reward.
Priority: Reinforcement Delay
The "Wait" Protocol
1
Start Small: 1-2 seconds.
2
Use Visual Cues: Sand timers, visual clocks, or a "Wait" card.
3
Reward the Effort: Reinforce the act of waiting, not just the eventual receipt of the item.
Essential Manding Skills
Attention Mands
"Look at this!", "Watch me!", "Teacher!", "Help!"
Tangible Mands
Naming items specifically (iPad, Cookie, Swing) rather than just "Want" or pointing.
"If the student doesn't have the mand, they will use the behavior to grab what they need."
FCT for attention/tangibles often requires teaching generalization —making sure the student can ask different people in different places.
Your Turn: Protocol Design
Use the Waiting Protocol Template to design a step-by-step instruction plan for a student who struggles with "Later."
Target: Functional Patience
Waiting Protocol Template The Waiting Protocol
Instructional Design for Delay Tolerance
Focus Area
Patience Training
1
Current Tolerance Baseline
Maximum Wait Duration (seconds)
How long can they wait before behavior escalates?
Common Triggers
Specific items or situations that are hardest to wait for.
2
The Visual Support Plan
"Waiting" is an abstract concept. Describe the visual tool you will use to make the passage of time concrete for the student.
Timer
Token Board
"Wait" Card
Describe how the visual will be used (e.g., "Hand student the card and flip the timer")
3
The Shaping Schedule (Small Wins)
Level Target Duration / Task Reinforcement Offered Level 1 (Success) Level 2 (Stretch) Level 3 (Goal)
4
Interim Redirection
What does the student do WHILE they wait?
Option A: Engagement
A specific low-effort task to bridge the gap.
Option B: Calm Down Tool
Self-regulation tool to manage the frustration of waiting.
Building Better Habits Slides Building Better Habits
Teaching Complex Skills through Shaping and Chaining
The "Hot and Cold" Game
The Rules:
One volunteer leaves the room.
The class chooses a complex action (e.g., "Walk to the back, pick up a blue book, and place it on the podium").
The volunteer returns. The only feedback allowed is applause (louder = hotter).
This is Shaping.
You are reinforcing successive approximations toward the final goal. You don't wait for the whole act; you reward the first step in the right direction.
SHAPING
Systematically reinforcing successive approximations toward a terminal behavior.
Differential Reinforcement
Reinforcing the "new best" and withholding for the "old way."
Response Induction
New variations of behavior appear as the old ones go into extinction.
Terminal Behavior
The final, polished skill we want to see.
Chaining: Linking the Steps
While shaping changes the form of a behavior, chaining links discrete steps together to perform a complex task.
1
Forward Chaining
Student does step 1. Teacher does the rest.
2
Backward Chaining
Teacher does all but the last step. Student gets the "big win."
3
Total Task
Student attempts every step with prompts as needed.
The Practitioner's Choice
Use Shaping when...
The behavior doesn't exist yet.
You need to improve the quality of a skill (e.g., loudness of speech).
The skill is fluid, not a series of steps.
Use Chaining when...
The skill can be broken into a list of steps.
Sequence matters (e.g., hand washing).
The goal is independence on a multi-step routine.
The Blueprint Capstone
It's time to put it all together. You will write a comprehensive teaching plan that breaks down a complex replacement behavior into a shaping or chaining protocol.
Start Your Blueprint
Replacement Blueprint Project The FERB Blueprint
Capstone Intervention Design Project
Student ID
Date of Submission
01 Terminal Behavior Definition
Complex Replacement Skill
(e.g., Independently clearing a plate, asking for help on a 5-step problem, joining a social group)
Strategy Choice
Shaping
Chaining
02 Instructional Methodology
SHAPING PROTOCOL
Approximation Description of Form Criteria for Advancement Current Form Middle Step 1 Middle Step 2 Goal Form Mastery Checklist
CHAINING PROTOCOL (Task Analysis)
Provide a list of 5-8 steps in the behavioral chain. Circle the step you will teach FIRST.
Step Action
1
2
3
4
5
6
Intervention Justification
Why is this strategy (Shaping vs. Chaining) the most appropriate for this specific skill?
How does this skill serve the same function as the original problem behavior while increasing efficiency?
Replacement Blueprint Rubric Project Evaluation Rubric
The FERB Blueprint Capstone
Total Points
100
Criteria Exemplary (25 pts) Proficient (15 pts) Needs Work (5 pts) Functional Equivalence FERB perfectly matches the function of the problem behavior. Reinforcer is identical. FERB matches the function but may not be the most efficient modality. FERB does not match the function (e.g., teaching "Quiet reading" for an attention function). Task Analysis / Shaping Logic Steps are perfectly sequenced, discrete, and measurable. Logical progression from baseline. Steps are mostly discrete but some are too large or skip a phase. Steps are vague, overlapping, or out of logical order. Reinforcement Efficiency Clear plan for CRF (1:1) and immediate delivery. Detailed prompt fading strategy. Plan includes reinforcement but lacks specifics on immediacy or fading. Reinforcement is delayed or unclear. No prompting strategy provided. Critical Justification Deep application of the Matching Law. Strong rationale for strategy choice. Correct application of terminology but lacks depth in behavioral analysis. Incorrect use of behavioral terminology or weak rationale.
Instructor Comments 
