Addressing escape-maintained behavior for students with developmental disabilities: A systematic review of school-based interventions Academic Article

abstract

• AbstractStudents with developmental disabilities have been found to exhibit higher rates of problem behavior in the classroom than their typically developing peers. Effectively addressing these students behavior concerns requires the identification of interventions that can be implemented in an educational setting. Furthermore, matching intervention strategies to the function of a student's problem behavior may increase its effectiveness. There are data to suggest that students with disabilities exhibit escapemaintained problem behavior in the classroom twice as frequently as problem behavior maintained by other consequences such as attention or access to tangibles. Thus, the purpose of this systematic review was to identify schoolbased intervention strategies that have been used to reduce the disruptive behavior of students with developmental disabilities. In total, 12 articles met search criteria, with escape extinction, curricular modification, and noncontingent escape serving as the most frequently employed intervention strategies. Limitations and future directions are discussed.

authors

• Allen, Justin

published proceedings

• PSYCHOLOGY IN THE SCHOOLS

author list (cited authors)

• Dart, E. H., Radley, K. C., Mason, B. A., & Allen, J. P.

citation count

• 8

complete list of authors

• Dart, Evan H||Radley, Keith C||Mason, Benjamin A||Allen, Justin P

publication date

• March 2018

publisher

• Wiley  Publisher

published in

• Psychology in the Schools  Journal

keywords

• Autism
• Developmental Disabilities
• Escape-maintained Problem Behavior

Digital Object Identifier (DOI)

• 10.1002/pits.22108

start page

• 295

end page

• 304

volume

• 55

issue

• 3

URL

• http://dx.doi.org/10.1002/pits.22108