Fair Pair Slides The Fair Pair Rule
The Essential Ethics of Behavior Change
Module 01 // Lesson 01
Imagine This
"You walk into class and the teacher immediately confiscates your phone. It's your only way to communicate, your only way to check your schedule, and your only way to feel safe. No alternative is given."
How do you react?
• Frustration?
• Anxiety?
• Acting out to get it back?
The Fair Pair Rule
Decrease
A challenging behavior that is socially stigmatizing or dangerous.
Equivalence
Increase
A functionally equivalent replacement behavior (FERB).
For every behavior targeted for reduction, an appropriate alternative behavior must be selected for increase.
Function is Key
The replacement behavior must serve the same purpose as the old behavior.
The Goal
The person gets the exact same outcome (attention, escape, item) but in a safe way.
The Error
Teaching a "good" behavior that doesn't meet the need. If they want a break, teaching them to "sit quietly" won't work.
The 4 Functions
Escape
Attention
Tangible
Sensory
The Ethics of Removal
Behavior is Communication
Challenging behaviors are often the most effective tool a person has to get what they need. Removing that tool without providing a new one is not just ineffective—it's unethical .
Injustice
Leaving a person powerless to influence their environment.
Vacuum Effect
New (possibly worse) behaviors will fill the void.
Respect
Acknowledging the validity of the person's needs.
Is it a Fair Pair?
Scenario Reduction Proposed Increase Fair? Screams to get iPad Screaming Saying "iPad please" YES Hits to leave chores Hitting Handing a "Break" card YES Throws book when ignored Throwing Sitting with hands folded NO (Doesn't get attention)
Fair Pair Practice Worksheet Fair Pair Practice
Functional Replacement Behavior Analysis
Student:
Date:
The Mission
For each scenario below, identify the function of the behavior and propose a Fair Pair . A Fair Pair must be functionally equivalent (gets the student the same thing) and socially appropriate.
1
The "Bored" Interrupter
"Leo often shouts out jokes during independent work time. Usually, the other students laugh, and the teacher stops instruction to address him. An assessment suggests he does this when he hasn't had peer interaction for a while."
Primary Function
Target Behavior to Decrease
The Fair Pair (Replacement Behavior to Increase)
2
The Exit Artist
"When Sarah is handed a difficult math packet, she rips it up and puts her head on her desk. She is usually sent to the 'calm down corner' or the hallway, where she doesn't have to do the math."
Primary Function
Target Behavior to Decrease
The Fair Pair (Replacement Behavior to Increase)
3
The Vending Machine tantrum
"A student at a vocational site begins to kick the vending machine if it doesn't drop the snack immediately. Often, a supervisor will come over and give them a snack from the office to calm them down."
Primary Function
Target Behavior to Decrease
The Fair Pair (Replacement Behavior to Increase)
Ethics Reflection
Why is it considered unethical to only target the "Decrease" behavior without a plan for "Increase"? Use concepts from the lesson to justify your answer.
Ethics Discussion Guide Ethics Discussion Guide
Lesson 1: The Fair Pair Rule & Intervention Ethics
Facilitator Goal
This guide is designed to help teachers facilitate a deep ethical discussion around behavior change. High school seniors should move beyond simply following "rules" of ABA and understand the human rights implications of behavioral support.
1
The Phone Metaphor (The Hook)
Prompting Questions:
"If your phone is your only way to communicate and I take it away, what am I actually taking away besides the hardware?"
"Why might a student start shouting or banging on their desk if their primary communication method is removed?"
Key Insight to Drive Home: Behavior is functional. It is a tool. Removing a tool without replacement is a form of silencing the individual.
2
The Ethics of Power
Guided Inquiry:
"Does the teacher/caregiver have the right to decide a behavior is 'wrong' if it's the only way the person can get their needs met?"
"In some cases, behavior is the only power an individual has. How do we balance safety with an individual's right to influence their environment?"
3
The Vacuum Effect
Technical Application:
Explain the "Symptom Substitution" or "Behavioral Vacuum" concept. If we just extinguish a behavior (like hitting) but the student still needs a break, they will find a new way to get that break.
"What happens if the 'new' behavior they discover on their own is more dangerous than hitting?"
Discussion Closers
Respect the function, change the form.
Never take away communication.
FCT Framework Slides FCT Essentials
Functional Communication Training: Giving Needs a Voice
Functional Communication
FCT is a differential reinforcement procedure where we teach a communicative response to replace a challenging behavior.
"Instead of hitting for a break, I use a card or say 'Break please' to get that same break."
Vocal Speech
Sign Language
Picture Exchange (PECS)
Speech Generated Devices
The 3 Rules of FCT
Response Effort
The new skill must be easier to do than the challenging behavior.
Immediacy
The new skill must work faster or as fast as the old behavior.
Consistency
The new skill must always work during the training phase.
Scripting an Intervention
Step 1
Step 2
Step 3
Step 4
Identify Function
Escape from difficult work.
Choose Modality
Vocal response: "I need help."
Set Response
Prompt whenever difficulty increases.
Reinforce
Provide help immediately (Fixed Ratio 1).
Avoid These Mistakes
Mismatching Function
Teaching "Please" (tangible) when they want to "Leave" (escape).
Too High Effort
Asking for a complex sentence when a single tap is enough.
Pro Tip
"Reinforce the communicative response even if the person *just* engaged in the challenging behavior moments ago. We want the new tool to win the race."
FCT Scripting Cards FCT Scripting Cards
Module 02 // Functional Communication
Instructions
Cut out these cards or use them as a guide to design FCT interventions. For each scenario, you must determine the communicative response that is functionally equivalent and has lower response effort than the challenging behavior.
Scenario A
The Behavior
"When the classroom noise gets too loud, Marcus begins to hum loudly and eventually starts banging his head on the desk. This results in him being taken to a quiet sensory room."
Function
FCT Response (Modality + Script)
Reinforcer
Scenario B
The Behavior
"Maya wants the teacher's attention during a lecture. She begins to tip her chair back and make clicking noises. The teacher usually walks over to tell her to sit properly."
Function
FCT Response (Modality + Script)
Reinforcer
Scenario C
The Behavior
"Every time Sam sees a specific blue folder in the therapist's hand (which contains difficult work), he drops to the floor and refuses to move. Work is delayed by 10 minutes."
Function
FCT Response (Modality + Script)
Reinforcer
Scenario D
The Behavior
"Jenna loves the classroom tablet. If another student is using it, she will grab their arm and squeeze. Usually, the teacher intervenes by giving Jenna the tablet to avoid a conflict."
Function
FCT Response (Modality + Script)
Reinforcer
FCT Role Play Guide Role-Play Guide
Teacher Resource // FCT Simulation
The Setup
Divide students into groups of three:
• The Student: Performs challenging behavior.
• The Teacher: Implements the FCT plan.
• The Observer: Tracks data and provides feedback.
Implementation Protocol
Phase 1
Baseline
Engage in the challenging behavior. The "Teacher" reinforces it normally.
Phase 2
Prompting
The "Teacher" prompts the replacement behavior before the challenging one starts.
Phase 3
Independence
Wait for the "Student" to use the FCT response independently. Reinforce immediately!
Phase 4
Generalization
Change the environment slightly (e.g., a different teacher or room).
Simulated Scenarios
1. The "Too Hard" Desk Flip
Function: Escape
"The student is given a page of long division. They start to huff, puff, and eventually push the desk away. The goal is to get out of the task."
Teacher Tip: Prompt "Help" or "Break" as soon as you see the huffing (the precursor behavior).
2. The "I Want That" Grab
Function: Tangible
"The student sees a peer with a fidget spinner. They walk over and try to snatch it. If they don't get it, they start to cry."
Teacher Tip: Teach a "Can I have a turn?" or "I want spinner" script. Reinforce with a temporary turn.
3. The "Look At Me" Shout
Function: Attention
"The teacher is talking to a colleague. The student begins to shout nonsense words at the top of their lungs until the teacher looks over and says 'Be quiet!'"
Teacher Tip: Teach the student to tap your shoulder or say "Excuse me." Turn and give 100% attention immediately upon the polite request.
Response Prompted?
Correct Reinforcer?
Timing (Immediate)?
CBE Extinguished?
Shaping and Chaining Slides Step by Step
Shaping & Chaining
Module 03 // Teaching Complex Skills
Shaping
Shaping is the reinforcement of successive approximations toward a terminal goal.
The Core Idea:
"You don't wait for the perfect behavior to reinforce it. You reinforce 'close enough' until 'close enough' gets better."
1. Thinking about the skill
2. Attempting the first step
3. Refining the technique
4. Mastered Skill
The Blueprint: Task Analysis
Before we can teach a complex behavior (chain), we must break it down into small, teachable steps.
1
Observe
Watch a master perform the skill.
2
Record
Write down every tiny movement.
3
Validate
Try following your own steps exactly.
4
Refine
Ensure steps are at the right level.
Three Ways to Chain
Forward
Teach step 1 first, then 1+2, then 1+2+3. Great for confidence.
Backward
Teacher does all steps except the last one. Student completes last step and gets the reinforcer immediately.
Total Task
Student attempts every step in the chain. Teacher prompts only when they get stuck.
The Comparison
Shaping
Reinforce behavior
New skill is totally new
Change terminal criteria
Example: Speaking louder
Chaining
Reinforce sequence
Skill is a set of known acts
Link steps together
Example: Washing hands
Task Analysis Template Task Analysis
Skill Breakdown Blueprint
Designer:
Complex Skill to Teach
Example: Ordering a meal, checking out a book, or doing laundry.
Target Environment
Where will this skill realistically be performed?
Component Steps
Be specific! No step is too small.
Step Observable & Measurable Behavior Prerequisite Skills 1 2 3 4 5 6
Instructional Strategy
Forward Chaining
Backward Chaining
Total Task Presentation
Justification for Choice
Reinforcement Logic
What happens after the target step is completed correctly?
Reinforcer Type & Schedule
Prompting Hierarchy (e.g., verbal, gesture)
Hot Cold Activity Guide Hot & Cold Activity
Teaching Shaping through Gamification
Learning Objective
Students will understand the concept of shaping via successive approximations by attempting to teach a peer a specific task using only binary feedback ("Hot" for correct movement, "Cold" for incorrect).
Materials Needed
• No special items (uses objects in the classroom)
• Secret Task Cards (see below)
• Timer (phone or wall clock)
How to Play
1
The Pairing
Assign one student as the "Trainer" and one as the "Learner." The Learner leaves the room momentarily.
2
The Secret Task
Assign the Trainer a specific, non-verbal task (e.g., "Put the stapler inside the trash can").
3
The Shaping Phase
The Learner returns. The Trainer cannot speak, gesture, or point. They can only say "Hot" when the Learner moves closer to the goal and "Cold" when they move further away.
Sample Secret Tasks
Pick up a blue pen and place it on the teacher's chair.
Open the window exactly halfway and then close it.
Touch three different table corners in clockwise order.
Debrief Questions
For the Learner: How did it feel when you were wandering without feedback? How did you know you were on the right track?
For the Trainer: What happened if you waited too long to say "Hot"? What happened if you said "Hot" for a wrong movement?
Connecting to Shaping: How does this relate to teaching a student to use a speech device or walk to a cafeteria?
Differential Reinforcement Slides Strategy Selection
Differential Reinforcement of Alternative, Other, and Incompatible Behaviors
Differential Reinforcement
The process of reinforcing one set of responses and withholding reinforcement for another set.
"We aren't just punishing the bad; we are selectively feeding the good."
A
DRA
Alternative Behavior
O
DRO
Other Behavior
I
DRI
Incompatible Behavior
DRA: Alternative
Reinforcing a behavior that serves as a desirable alternative to the challenging behavior.
Challenging
Shouting out answers
Alternative
Raising a hand
Note: These behaviors can happen at the same time, but we only reinforce the "Alternative".
DRI: Incompatible
Reinforcing a behavior that is physically impossible to perform at the same time as the challenging behavior.
Out of Seat
In Seat
Hand Biting
Hands in Pockets
DRO: Other Behavior
Reinforcing the absence of the challenging behavior for a specified amount of time.
"If you don't scream for 5 minutes, you get a star."
The "Timer" Strategy
Set a timer (e.g., 2 mins).
Watch for the behavior.
Behavior occurs? Reset timer.
Timer hits zero? Reinforce!
Choosing Your Weapon
Choose DRA if...
You want to teach a specific new skill that is socially better.
Choose DRI if...
The challenging behavior is dangerous and must be physically blocked by a new action.
Choose DRO if...
The behavior happens constantly and you just need it to stop for a moment.
Strategy Match Worksheet Strategy Match
Case Study Analysis // Differential Reinforcement
Student:
Date:
DRA
Alternative
DRI
Incompatible
DRO
Other (Absence)
01
The Fingernail Biter
"Leo bites his fingernails during long lectures to the point of bleeding. You want him to hold a fidget stress ball instead, because he can't bite his nails while his hand is gripping the ball."
Selected Strategy (DRA, DRO, or DRI?)
Justification
02
The Constant Talker
"Maya talks to her neighbors during every minute of silent reading. The teacher tells Maya that if she can remain completely silent for 3 minutes at a time, she will earn a bonus point on her quiz."
Selected Strategy (DRA, DRO, or DRI?)
Justification
03
The Interrupter
"Kevin shouts out the answer every time the teacher asks a question. The teacher begins to only call on Kevin and give him praise when he raises his hand, ignoring all of his shout-outs."
Selected Strategy (DRA, DRO, or DRI?)
Justification
Synthesis Question
In your own words, what is the primary difference between DRA and DRI? Can a behavior be BOTH at the same time?
Strategy Match Answer Key Answer Key
Strategy Match // Teacher Copy
01
The Fingernail Biter
Selected Strategy
DRI (Differential Reinforcement of Incompatible Behavior)
Justification
The student cannot physically bite their nails while their hands are actively gripping and squeezing a stress ball. The two behaviors are mutually exclusive.
02
The Constant Talker
Selected Strategy
DRO (Differential Reinforcement of Other Behavior)
Justification
Reinforcement is provided based on the *absence* of talking for a set time (3 mins). Any "other" behavior is fine, as long as talking does not occur.
03
The Interrupter
Selected Strategy
DRA (Differential Reinforcement of Alternative Behavior)
Justification
Hand-raising is an appropriate alternative to shouting out. Note that a student *could* technically shout and raise their hand at the same time, which is why it's DRA and not DRI.
Synthesis Answer Key
DRI is a sub-type of DRA. The primary difference is physical incompatibility. In DRI, the two behaviors cannot happen at once (e.g., sitting vs standing). In DRA, they could happen at once, but we choose to only reinforce the better one. All DRIs are DRAs, but not all DRAs are DRIs.
Workshop Kickoff Slides Design Studio
Intervention Workshop
Your Final Blueprint
You will work in pairs to design a complete teaching plan for a replacement behavior based on a complex profile.
Analyze
Pick a case and identify the function.
Design
Select FCT, Shaping, or Chaining.
Verify
Ensure it passes the Fair Pair Rule.
Must-Have Specs
1
The FERB
Functionally Equivalent Replacement Behavior. It must match the need.
2
Prompting
How will you help them do it the first time? (Visual, Vocal, Physical?)
3
Reinforcement
What is the specific reward? How often is it given (Schedule)?
Design Workflow
Function Assessment
Strategy Selection
Implementation Plan
Choose Your Client
Client A: David
"David is 17. He pushes his grocery cart into other shoppers when the store gets too crowded. He is usually asked to leave the store (which he seems happy about)."
Function: Escape/Sensory
Client B: Sarah
"Sarah is 18. She frequently unplugs the microwave while her brother is using it. Her brother yells at her, and she laughs and claps."
Function: Attention
Intervention Blueprint Worksheet Intervention Blueprint
Final Project // Behavioral Support Plan
Certified Designer
Team Members:
Case Selected:
Phase 1: Analysis
Hypothesized Function
Target Behavior (to decrease)
Evidence from Case Study
Phase 2: Strategy Design
The Fair Pair (FERB)
What behavior will be increased?
Instructional Method
FCT
Shaping
Chaining
Step-by-Step Teaching Plan
Phase 3: Support & Reinforcement
Prompting Hierarchy
Example: Verbal cue -> Physical prompt -> Fade.
Reinforcement Protocol
Schedule (e.g., FR1) and specific reward.
Phase 4: Verification
Function Match
Does this behavior get the individual what they were previously getting via the challenge behavior?
Lower Effort
Is this new behavior easier or more efficient than the old one?
Social Validity
Will this behavior be accepted in public, school, or home settings?
Designer Sign-off:
Intervention Plan Rubric Intervention Rubric
Final Assessment // Behavior Blueprint Mastery
Criteria Proficient (4) Developing (2) Score
Functional Match
Does the replacement behavior serve the same purpose as the challenge behavior?
| The FERB is perfectly aligned with the identified function. Clear evidence of functional equivalence is provided. | The FERB is somewhat related but might not consistently meet the same need as the challenge behavior. | / 4 |
|
Strategy Precision
Accuracy in implementing FCT, Shaping, or Chaining.
| Teaching steps are logical, minute, and follow the technical rules of the selected strategy (e.g., correct chaining order). | Steps are included but may be too broad or out of order. Basic understanding of strategy is shown. | / 4 |
|
Reinforcement Logic
Strength and timing of the consequence.
| Specific reinforcer is identified with a clear schedule (e.g., FR1 for acquisition). High density of reinforcement. | Reinforcer is vague (e.g., "praise") or the schedule is missing or inappropriate for learning a new skill. | / 4 |
|
Prompting Hierarchy
System for ensuring initial success.
| A clear hierarchy (Most-to-Least or Least-to-Most) is defined with specific fading procedures. | Prompts are mentioned but no clear system for fading them is present. Risk of prompt dependency. | / 4 |
|
Ethical Integrity
Human rights and social validity.
| The plan respects the individual's right to communicate and provides a dignified, socially valid path to meeting needs. | The plan is somewhat compliance-focused and may not fully prioritize the individual's autonomy. | / 4 |
Feedback Notes
Final Mastery Score
/ 20
Evaluator Sign-off:
