The Competing Behavior Model

The Competing Behavior Model

According to Yell et al. (2013), the competing behaviour model is a well-designed three-step strategy for designing behaviour intervention plans (BIPs) that are directly founded on functional assessment information. The first step in the competing behaviour model is summarizing the FBA information into a precise summary hypothesis statement. The statement is arranged according to the behavioural sequence of environmental events, behaviour, antecedents, and repercussions central to ABA (Yell et al., 2013). Therefore, the summary statement is often the support system of BIPs, as all interventions are related to it logically. The second step is selecting alternative or competing behaviours and the repercussions lined with each. Under this step, there are two kinds of alternative behaviours. The first is replacement behaviour, which leads to similar results or repercussions as the problematic behaviour (Yell et al., 2013). For instance, consider a case when a student throws an assignment paper on the floor to avoid or escape its demand. The teacher should create a replacement behaviour for the learner to either ask for a break from the task or ask for assistance that limits the aversiveness of the task. Essentially, replacement behaviour empowers learners to influence their setting in socially acceptable manners, so they no longer have to use problem behaviour to communicate effectively.

The second type of alternative under the second step is desirable behaviour. The desirable behaviour is entirely different from the problem behaviour. For instance, in the scenario involving the child throwing an assignment paper, the desired behaviour would be the student finishing the academic task. The final step is identifying changes that will make the problem behaviour inefficient, irrelevant, and ineffective. A problem is made irrelevant by transforming the situations that evoke it (Yell et al., 2013). Therefore, if a student participates in problem behaviour of escaping academic tasks, teachers should change the characteristics of the educational functions or demands so that they are no longer aversive, making escape irrelevant.

Reference

Yell, M. L., Meadows, N. B., Drasgow, E., & Shriner, J. G. (2013). Evidence-Based Practices for Educating Students with Emotional and Behavioral Disorders. Boston, MA: Pearson.

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The Competing Behavior Model

Describe the competing behaviour model. You may use an illustration as part of your answer if you choose to.