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Journal of Positive Behavior Interventions
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Escape-Maintained Problem Behavior in a Child With Autism

Antecedent Functional Analysis and Intervention Evaluation of Noncontingent Escape and Instructional Fading

Laura R. Butler

May Institute and May Center for Applied Research

James K. Luiselli

May Institute and May Center for Applied Research, jluiselli{at}mayinstitute.org

A functional analysis with a 13-year-old girl who had autism documented that her problem behavior was maintained by escape from instruction. Additional assessment revealed that certain types of requests and specific practitioners were associated with the highest frequency of problem behavior. In a subsequent intervention evaluation, response reduction was achieved using a combination of noncontingent escape and instructional fading. The frequency of requests presented to the child also increased with intervention. The study highlights the importance of identifying specific sources of control over escape-maintained problem behavior and manipulating antecedent variables to affect change.

Journal of Positive Behavior Interventions, Vol. 9, No. 4, 195-202 (2007)
DOI: 10.1177/10983007070090040201
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