When someone shows a difficult behavior, like yelling, hitting, or avoiding tasks, it's often because they're trying to meet a need. Instead of simply stopping the inappropriate behavior, a better approach is to teach a new action that meets that same need in a better way. This is called a functionally equivalent replacement behavior (FERB).

FERBs are a key part of many behavior support plans, especially in schools, therapy, and home settings. They help people learn safer, more respectful ways to get what they need without causing problems.

In this article, we'll explain what a functionally equivalent replacement behavior is, why it matters, how to identify one, and how to teach and support it for long-term success.

What Does “Functionally Equivalent” Mean?

A functionally equivalent replacement behavior is a new behavior that serves the same purpose as the one we want to change. The word “functionally” refers to the reason behind a person's behavior. It's what they are trying to get or avoid. “Equivalent” means the new behavior works just as well to meet that need.

For example, if a student yells to get attention, the replacement behavior might be raising their hand or using a help card. Both meet the same goal, which is getting attention, but in a more acceptable way. The new behavior must match the function of the old one, or it won't stick. That's what makes it “functionally equivalent.” In Positive Behavior Support (PBS) plans, this kind of behavior is known as a FERB.

Why Are FERBs Important in Behavior Change?

Functionally equivalent replacement behaviors help people learn better ways to meet their needs without using harmful or disruptive actions. Instead of just trying to stop a problem behavior, FERBs focus on teaching something more helpful that works just as well.

In many behavior support plans, the goal isn't to punish but to guide. If a student throws things to avoid a hard task, we might teach them to ask for a short break instead. The need (escaping a hard task) stays the same, but the response changes.

FERBs are important because they offer a real solution. They let the person keep getting what they need in a more acceptable way. Without a clear and helpful replacement, challenging behaviors often return, even if they stop for a while.

How to Identify a Functionally Equivalent Replacement Behavior

To find a good functionally equivalent replacement behavior, you first need to understand why the problem behavior is happening. This is called knowing the function of the behavior. Most behaviors serve one of four purposes: getting attention, escaping something, gaining access to items or activities, or meeting a sensory need.

Once you know the reason, activate a new behavior that meets that same need but in a more acceptable way. For example, if a child screams to get a toy, you might teach them to point or use a word to ask for it.

Examples of Functionally Equivalent Replacement Behaviors

Understanding how FERBs work is easier with real-life examples. Let's look at a few in different settings.

Classroom Examples

  • A student who yells out answers to get attention can be taught to raise their hand or use a signal card.
  • A child who throws their pencil when work is hard might learn to ask for help or a short break.

Home or Community Settings

  • A child who runs away during loud events for sensory relief could use noise-canceling headphones or ask for a quiet space.
  • A teen who hits when upset might learn to use a calm-down phrase or a “take five” card to ask for space.

Each of these new, acceptable behaviors meets the same need as the old one but in a safer, more acceptable way.

Teaching and Reinforcing FERBs

Once you've picked a functionally equivalent replacement behavior, it's important to teach it the right way. Don't assume the person will just figure it out. Start by showing them how the new behavior works. Use modeling, clear steps, and chances to practice.

For example, if you're teaching a student to ask for a break instead of acting out, practice it with them often. Use role-playing or visuals to make it easier to understand.

Reinforcement is just as important as teaching. When the person uses the new behavior, reward it right away. This could be praise, a break, or something they enjoy. The reward should match the reason they were using the problem behavior in the first place.

At the same time, avoid rewarding the old behavior. If yelling still gets attention, they won't switch.

Common Challenges and How to Handle Them

Even with a solid plan, problems can come up when teaching a functionally equivalent replacement behavior. One common issue is that the new behavior doesn't work as well or isn't used often. This might happen if it's too hard to remember, wasn't taught clearly, or doesn't get rewarded.

Another challenge is when the old behavior still gets results. For example, if a child yells and still gets what they want, they're more likely to keep yelling.

To fix this, make sure the replacement behavior is easy to do and always leads to the same outcome. Go back and practice it more if needed. Also, be sure the old behavior no longer gives the person what they want.

Moving Forward With Better Behaviors

A functionally equivalent replacement behavior gives people a better way to meet their needs without relying on harmful or disruptive actions. Instead of just trying to stop problem behaviors, FERBs offer real solutions by teaching skills that work in everyday life.

The key is choosing a replacement that matches the purpose of the original behavior, making it easier, and reinforcing it over time. While the process takes patience and consistency, it leads to lasting progress and better outcomes for both the person and those around them.