Escape-to-Attention as a Potential Variable for Maintaining Problem Behavior in the School Setting
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.
School Psychology Review
Sarno, J. M.,
Sterling, H. E.,
Mueller, M. M.,
Dufrene, B. A.,
Tingstrom, D. H.,
(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