Classroom Interventions for Escape-Maintained Behaviors: A High-Incidence Review

Mason, B. A. (A)¹, Allen, J. P. (Justin)^2
1Purdue University, 100 N. University Street, BRNG 5156, 47907, West Lafayette
²Sam Houston State University, Box 2447, 77341, Huntsville

 

Submission type

Poster only

Scheduled

Hallway, 10-07-2019, 15:30 - 17:00

Keywords

classroom management, functional analysis, functional behavior assessment, emotional and behavioral disorders

Summary

Students with and at-risk for high incidence disabilities represent the majority of students in need of behavioral interventions in school settings. Although determining the function of challenging behavior in school settings allows for targeted interventions, function is only seldom addressed  prior to intervention selection and implementation. This is particularly concerning when the function of the behavior is to escape from challenging classroom tasks and strategies to address this function lead to more durable intervention outcomes.  Consequently, a structured literature review was conducted to identify school-based interventions implemented to address an empirically-supported escape function for students with and at-risk of high incidence disabilities. The review resulted in sixteen articles addressing an escape function. Critical features of the interventions and participant characteristics are described.

Auteurs