The Fair Pair Slides The Fair Pair Rule
Drafting Better Behaviors
Behavioral Blueprint: Lesson 01
The Problem with "Just Stop"
When we tell someone to stop a behavior without giving them a replacement, we create a functional vacuum .
The person still has the same need (function), but now they have no way to meet it.
X Suppress
Removes the action
+ Replace
Provides the solution
What is the "Fair Pair"?
DEFINITION
For every behavior targeted for reduction, an appropriate replacement behavior must be selected for increase.
"If you take a behavior away, you must give one back."
The Danger of Suppression
Frustration
The student becomes more distressed because their need is ignored.
Symptom Substitution
A new, potentially worse maladaptive behavior emerges to meet the same need.
Relapse
The old behavior returns quickly when supervision fades.
Efficiency & Effectiveness
To "beat" the old behavior, the new behavior must be:
Efficiency
Does it take less effort than the old behavior? Does it get a faster result?
Functionally Equivalent
Does it provide the exact same reinforcer (Attention, Escape, Tangible, Sensory)?
Blueprint Analysis
TARGET BEHAVIOR
Flipping desks to escape difficult math work.
Function: Escape
FAIR PAIR REPLACEMENT?
Which is more "efficient" and "equivalent"?
A: Asking for a 2-minute break
B: Doing 5 extra problems for a sticker
Fair Pair Analysis Worksheet DOC_ID: BLUEPRINT_01A
Fair Pair Analysis
Lesson 01: Replacement Behaviors
NAME:
DATE:
Part 1: The Frustration Lab
During the opening activity, you were forbidden from using the word "and" . Reflect on that experience below to understand why behavior suppression fails.
How did your communication change once the word was "suppressed"?
Did you experience "Symptom Substitution"? (Did you start using a different repetitive word or gesture to replace it?)
Part 2: The Fair Pair Audit
Recall: A replacement behavior must be Efficient (easier/faster) and Functionally Equivalent (same result).
CASE STUDY: Marcus FUNCTION: ATTENTION
Target Behavior (Decrease)
Shouting "I'm bored!" and making loud noises during independent reading.
Proposed Replacement (Increase)
Raising a hand and waiting silently for 5 minutes for the teacher to finish a small group.
Audit Analysis:
Functionally Equivalent?
More Efficient?
Why/Why not?
CASE STUDY: Sarah FUNCTION: ESCAPE
Target Behavior (Decrease)
Ripping up the worksheet when a task is too difficult.
Proposed Replacement (Increase)
Touching a "Help" card or asking "Can you help me with this one?"
Audit Analysis:
Functionally Equivalent?
More Efficient?
Why/Why not?
Part 3: The Blueprint Design
Identify a behavior from your personal life or a character in a movie/book. Propose a "Fair Pair" replacement.
Old Behavior (To Decrease)
The Function (Why do they do it?)
The Fair Pair Replacement (To Increase)
Efficiency Check
How will you make this easier/faster than the old way?
Effectiveness Check
How does this get the same result?
Functional Talk Slides PROTOCOL: FCT-02
Functional Talk
The Power of Functional Communication Training
What is FCT?
A procedure where we teach a functional communication response (FCR) to replace problem behavior.
If you can say what you need, you don't have to act it out.
The Transformation
Old Way Screaming
FCT Way "I need help."
Rules of Engagement
01
Equivalence
The message must result in the same outcome as the behavior (Function).
02
Efficiency
The message must be easier or faster than the behavior.
03
Recognition
The message must be understandable to people in the environment.
Picking the Signal
Vocal
Words, phrases, or specific sounds.
Manual
Sign language or standardized gestures.
Picture
PECS, pointing to a board, or handing a card.
Tech
Speech-generating devices (SGDs).
Implementation Steps
1
Identify the Functional Reinforcer of the behavior.
2
Select the Modality (Vocal, Picture, Sign).
3
Wait for the EO (Establishing Operation) - the moment of need.
4
Prompt the response and immediately reinforce.
Fading to Independence
We want the student to communicate independently , without our help.
"Fade the prompt, keep the reinforcement."
Full Physical Prompt
Partial Prompt
Independent Response
Communication Protocol Designer Activity Communication Protocol Designer
Lesson 02: Functional Talk (FCT)
PROTOCOL TYPE: FCT_DESIGN_v1.0
"Communication is the ultimate replacement. If you can effectively ask for what you need, you no longer need the problem behavior to get it."
STUDENT:
DATE:
01
Step 1: The Case Diagnosis
Select ONE scenario below to design a protocol for:
Scenario A
Leo throws his iPad when it dies because he wants it to be charged immediately.
Function: Tangible
Scenario B
Maya pinches her staff member's arm when they start talking to another student.
Function: Attention
02
Step 2: Designing the Response
What is the specific message (The FCR)?
e.g., "I need a charge" or "Excuse me"
Communication Modality
Vocal
Picture/Card
Sign/Gesture
Device
The Efficiency Audit
Effort Check:
How is this easier than the problem behavior?
Recognition Check:
Will a stranger understand this message?
03
Step 3: Implementation Script
Training Protocol Draft
1
Wait for Opportunity (The EO)
When does the need occur naturally?
2
The Prompt
What will you do/say to help them use the new behavior? (e.g., pointing to card)
3
The Consequence
How quickly must the reinforcement be delivered after the communication?
*All protocols must be reviewed by a BCBA or behavioral specialist before implementation.
Wait and Breathe Slides Wait and Breathe
Tolerance & Self-Regulation
The Science of Waiting
Self-Control is a Skill
It is not an innate personality trait. It is a set of behaviors that can be taught , practiced , and reinforced .
Discussion: Why is waiting harder for some than others?
[Video Placeholder: The Marshmallow Test]
Teacher: Please insert your preferred YouTube link here.
Tolerance vs. Escape
The Communication
"I need a break."
Result: Student leaves the task immediately.
The Tolerance
"Wait 2 minutes, then break."
Result: Student stays on task for a short duration.
We teach them to endure the non-preferred to reach the preferred.
The Coping Toolkit
Regulation
Deep breathing, muscle relaxation, or counting to 10.
Visuals
Timers, "Wait" cards, and First/Then boards.
Accepting 'No'
Teaching the specific phrase "Okay" in response to denial.
How to Teach Waiting
01
Reinforce the FCT first (e.g., "I want iPad")
02
Introduce the "Wait" card and a short delay (3-5 seconds).
03
Immediately reinforce with the item when the time is up.
04
Systematically increase the delay over time.
The Power of Visuals
FIRST
THEN
First / Then Board
Provides a clear visual path to the reinforcer.
Visual Timers
Makes "time" concrete and predictable.
Coping Skill Lesson Planner Coping Skill Lesson Planner
Module 03: Tolerance & Regulation
DESIGNER:
CASE_ID:
Phase 1: Skill Selection
Deep Breathing
Physiological regulation to reduce arousal during wait times.
Wait Card Use
Using a concrete visual to understand the concept of 'not yet'.
Accepting 'No'
Using the 'Okay' response when a preferred item is denied.
Phase 2: Visual Support Blueprint
Sketch or describe the visual support you will use (e.g., a First/Then board, a visual countdown timer, or a specific "Wait" icon).
Visual Space: Sketch Here
How does this visual reduce anxiety?
Where will this be kept/stored?
Phase 3: The Shaping Plan
We cannot jump from 0 seconds to 10 minutes. Map out the gradual increase in wait time or difficulty.
BASELINE
Immediate reinforcement for communication (0 second wait).
STEP 01
Initial Delay Duration: ____________________
STEP 02
Intermediate Delay Duration: ____________________
STEP 03
Goal Duration: ____________________
CRITICAL REINFORCEMENT: What happens if they successfully wait?
Step by Step Slides Step by Step
Shaping, Chaining, & Task Analysis
The Precision Gap
The Sandwich Challenge
Most people think in chunks . Computers and students learning new skills think in steps .
"If you forget to tell me to open the jar, I will try to put the knife through the lid."
Break it Down
Task Analysis (TA)
Definition
The process of breaking a complex skill or series of behaviors into smaller, teachable units .
Step 1
Step 2
Step 3...
Shaping: The Slow Build
Reinforcing successive approximations toward a terminal goal.
Start with what they can do.
Reward "closer" attempts.
Stop rewarding old, easier attempts.
Example: Saying "Water"
"Www"
"Wawa"
"Water"
Chaining Methods
Forward Chaining
Student learns Step 1 first. Teacher completes the rest. Then Step 1 & 2, etc.
BEST FOR: Sequence order is key.
Backward Chaining
Teacher does all steps except the last one . Student completes last step to get reinforcement.
BEST FOR: Immediate success feeling.
Total Task Presentation
The student performs the entire sequence from start to finish, receiving help only on the steps they struggle with.
Step 1
Step 2
Step 3
"Prompting through the gaps."
Task Analysis Blueprint Worksheet Task Analyst Workbook
Module 04: Shaping & Chaining
ANALYST_ID:
TIMESTAMP:
01
The Sandwich Challenge
Write a task analysis for Making a Peanut Butter Sandwich. Remember: The instructor will follow your directions literally. If you don't say "open the jar," they will try to put the knife through the glass.
02
Chain Logic Analysis
Case Alpha
Learning to Tie Shoes
The student gets frustrated quickly and stops trying after the first loop. They love the feeling of having their shoes finally tied.
Recommended Chain Method:
Forward
Backward
Why?
Case Beta
Logging into a Computer
The student knows how to type their name but forgets the order: Power on -> Click user -> Type password -> Hit Enter.
Recommended Chain Method:
Forward
Total Task
Why?
03
Complex Skill Blueprint
Target Vocational Skill
e.g., Folding a T-shirt
The Terminal Goal
What does "success" look like exactly?
Shaping Approximation Plan
If they can't do the whole thing, what is a "close enough" version to reward first?
Reward Approximation 1: __________________
Reward Approximation 2: __________________
Terminal Skill Achieved
Skills for Life Slides Skills for Life
Generalization & Maintenance
The Resource Room Trap
The Scenario
"Sam uses his 'help' card perfectly in the quiet Resource Room with Mrs. G. In the loud, chaotic cafeteria with his peers, he reverts to screaming."
What Happened?
The skill was learned, but it was stimulus bound . Sam didn't realize the "Help" rule applies in the cafeteria, too.
Generalization Failure
Types of Transfer
Stimulus Generalization
Performing the same behavior in response to different settings, people, or materials.
Example: Using 'Wait' at school AND at the grocery store.
Response Generalization
Performing different (but related) behaviors that lead to the same outcome.
Example: Learning to say "Help," then starting to say "Can you assist me?"
Strategies for Success
Multiple Exemplars
Train with different teachers, different cards, and in different rooms from day one.
Natural Cues
Use materials and instructions that the student will actually encounter in the real world.
Indiscriminable Contingencies
Make it hard for the student to tell when they are being "tested" vs just living.
Maintenance
The ability to perform the skill long after the training has ended.
Move to Intermittent Reinforcement
The Reinforcement Shift
Acquisition Phase
Reinforce every correct response (FR1).
Maintenance Phase
Reinforce occasionally (Variable Schedule).
Don't Train and Hope
Generalization is not a happy accident. It is a planned phase of every behavioral intervention.
Generalization Mission Planner Worksheet Skill Generalization Mission
Module 05: Maintenance & transfer
Mission Protocol: GEN-ACT-5
Phase 1: The Target Skill
Skill to be Generalized
e.g., Requesting a break using a card
Where is it currently "stuck"?
In what specific setting or with which person does it currently only work?
02
Phase 2: The Transfer Map
Settings
List 3 NEW environments to practice:
People
List 3 NEW people to practice with:
Materials
List 3 VARIATIONS of the tool/card:
03
Phase 3: Maintenance & Fading
Prompt Fading Strategy
How will you reduce your help so the student acts independently?
Reinforcement Thinning Plan
From giving a reward every time, to what schedule? (e.g., every 3rd time, or randomly?)
"A skill is not truly learned until it can be used anywhere, at any time, for anyone."
Designer Signature: _______________________
Reviewer Approval: [ ] YES [ ] NO
