Introduction
When a child hits, screams, throws things or runs away, our first instinct is often to stop the behaviour. But behaviour usually has a purpose. If we only try to stop it without giving the child another way to meet their need, the behaviour often comes back – or a new one takes its place. Teaching a replacement behaviour is one of the most effective parts of Positive Behaviour Support.
At Reverence Community Care, we recognise that every child has individual strengths, needs and ways of communicating. This information is general in nature and is not a substitute for individual professional assessment.
What Is a Replacement Behaviour?
A replacement behaviour is a safer, more effective way for a child to get the same need met. For it to work, the new behaviour must be as easy, as fast and as successful for the child as the old one. If asking for a break takes much longer than screaming, the child will keep screaming.
| Behaviour of concern | What it may be saying | Possible replacement skill |
|---|---|---|
| Hitting or pushing when asked to do a task | “This is too hard” or “I need a break” | Handing over a “break” card, or saying “help please” |
| Screaming in noisy places | “It’s too loud” | Pointing to headphones or a “quiet” picture |
| Grabbing toys from others | “I want a turn” | Saying or signing “my turn”, using a turn-taking timer |
| Running away from the table | “I’m finished” or “I need to move” | Saying “all done”, or asking for a movement break |
| Throwing items when waiting | “I don’t know how long this will take” | Using a visual timer or “wait” card with something to hold |
These are examples only. A behaviour can have different meanings for different children, which is why understanding your child’s behaviour is the first step.
Tips: Teaching Replacement Behaviours at Home
- Work out the “why”. Note what happens before and after the behaviour to spot what your child is trying to get or avoid.
- Teach when calm. Practise the new skill during calm, happy moments – not in the middle of a meltdown.
- Make it easy. Keep break cards, pictures or devices within reach, wherever your child is.
- Respond fast at first. When your child uses the new skill, honour it straight away so they learn it works.
- Model it often. Show the skill yourself: “I need a break,” then take one.
- Praise specifically. “Great asking for help!” tells your child exactly what they did well.
- Be consistent across settings. Share the same approach with family, kinder or school and therapists.
How a Behaviour Support Practitioner Can Help
An NDIS behaviour support practitioner can complete a functional behaviour assessment to understand what each behaviour of concern means for your child. They then develop a behaviour support plan with practical strategies, including the replacement skills to teach, ways to reduce triggers and how to respond consistently. Practitioners often work with speech pathologists and occupational therapists so that communication and sensory needs are supported too. For NDIS participants, this may be funded through specialist behaviour support or other capacity building supports in their NDIS plan.
How Reverence Community Care Can Help
Our Positive Behaviour Support practitioners work alongside families, educators and our allied health team to build person-centred strategies that help children communicate their needs safely. To talk about behaviour support for your child, contact our team.
Phone: 03 7037 0981 | Email: info@revcare.com.au
Sources & References
- NDIS Quality and Safeguards Commission – Behaviour support: https://www.ndiscommission.gov.au/
- Raising Children Network (Australian Government) – Challenging behaviour and disability: https://raisingchildren.net.au/
- Better Health Channel (Victorian Government) – Behaviour and disability: https://www.betterhealth.vic.gov.au/
- NDIS – Specialist behaviour support: https://www.ndis.gov.au/
