Escape-to-Attention as a Potential Variable for Maintaining Problem Behavior in the School Setting

Authors

Jana M. Sarno, University of Southern Mississippi
Heather E. Sterling, University of Southern MississippiFollow
Michael M. Mueller, Southern Behavioral GroupFollow
Brad A. Dufrene, University of Southern MississippiFollow
Daniel H. Tingstrom, University of Southern MississippiFollow
D. Joe Olmi, University of Southern MississippiFollow

Document Type

Article

Publication Date

3-1-2011

Department

Psychology

Abstract

Mueller, Sterling-Turner, and Moore (2005) reported a novel escape-to-attention (ETA) functional analysis condition in a school setting with one child. The current study replicates Mueller et al.'s functional analysis procedures with three elementary school-age boys referred for problem behavior. Functional analysis verified the participant's problem behavior was maintained by escape from academic demands. Follow-up functional analyses in which target behaviors in escape versus ETA conditions were compared resulted in higher levels of target behavior in the ETA condition for 2 of the 3 participants. The current study also extended previous research by including a treatment analysis. Treatments designed to address escape and attention functions were more effective at reducing the target behaviors than treatments designed to target escape alone for all 3 participants. Results and implications for future research are discussed.

Publication Title

School Psychology Review

Volume

40

Issue

1

First Page

57

Last Page

71

Recommended Citation

Sarno, J. M., Sterling, H. E., Mueller, M. M., Dufrene, B. A., Tingstrom, D. H., Olmi, D. (2011). Escape-to-Attention as a Potential Variable for Maintaining Problem Behavior in the School Setting. School Psychology Review, 40(1), 57-71.
Available at: https://aquila.usm.edu/fac_pubs/591