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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

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.

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


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This Article Abstract Free Full Text (Free PDF) Free Alert me when this article is cited Alert me if a correction is posted Services Email this article to a friend Similar articles in this journal Alert me to new issues of the journal Add to Saved Citations Download to citation manager Request Permissions Request Reprints Add to My Marked Citations Citing Articles Citing Articles via Google Scholar Citing Articles via Scopus Google Scholar Articles by Butler, L. R. Articles by Luiselli, J. K. Search for Related Content Social Bookmarking                         What's this?