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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

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Title: Escape-Maintained Problem Behavior in a Child with Autism: Antecedent Functional Analysis and Intervention Evaluation of Noncontingent Escape and Instructional Fading
Language: English
Authors: Butler, Laura R., Luiselli, James K.
Source: Journal of Positive Behavior Interventions. 2007 9(4):195-202.
Availability: SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Peer Reviewed: Y
Physical Description: PDF
Page Count: 8
Publication Date: 2007
Document Type: Journal Articles
Reports - Evaluative
Descriptors: Behavior Problems, Intervention, Autism, Counseling Techniques, Private Schools, Behavior Modification, Females, Children, Aggression, Functional Behavioral Assessment, Teaching Methods, Outcomes of Treatment
DOI: 10.1177/10983007070090040201
ISSN: 1098-3007
Abstract: 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. (Contains 2 figures and 1 table.)
Abstractor: As Provided
Number of References: 31
Entry Date: 2008
Accession Number: EJ804317
Database: ERIC
FullText Text:
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  Data: Escape-Maintained Problem Behavior in a Child with Autism: Antecedent Functional Analysis and Intervention Evaluation of Noncontingent Escape and Instructional Fading
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  Data: 10.1177/10983007070090040201
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  Data: 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. (Contains 2 figures and 1 table.)
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