Type: Student Strategy
Procedure:
When students engage in disruptive behavior to
escape or avoid academic work, the teacher can use "non-contingent escape
breaks":
(1) SELECT A STARTING MINIMUM WORK INTERVAL. The teacher selects a
minimum interval length during which the student is likely to be able
consistently to remain engaged in work. For example, a teacher may observe that
a student is typically able to work for at least 3 minutes before engaging in
escape behaviors.
(2) DETERMINE THE LENGTH OF ESCAPE BREAKS. The teacher decides
on the length of a student's non-contingent escape break (e.g., 30 seconds, 1
minute)--provided at the conclusion of each work interval.
(3) SELECT A TARGET
LENGTH FOR WORK INTERVALS. The teacher decides on a reasonable exit goal for
student to be able to work without interruption or seeking escape (e.g., 10
minutes).
(4) START NON-CONTINGENT ESCAPE INTERVENTION. The teacher writes
'Work' and 'Break' on sticky notes of different colors and places them on the
student's desk during the work session. At the start of the first work
interval, the teacher approaches the student and points silently to the 'Work'
note At the end of the work interval, the teacher approaches and points to the
'Break' note. At the conclusion of the break interval, the teacher again points
to the 'Work' note. The process repeats until the end of the work session. The
teacher uses a timer to track time intervals.
(5) MAKE INTERVAL ADJUSTMENTS AS
NEEDED. When the student's problem escape behaviors fall to an acceptable level
(e.g., 10 percent of work time or less) for at least 3 consecutive work
sessions, the teacher increases the work interval by a pre-determined increment
(e.g., 30 seconds, 1 minute). If the student's problem behaviors spike when the
work interval is increased, the teacher reduces the work session by a
pre-determined increment (e.g., 30 seconds, 1 minute) until behaviors improve.
(6) FADE THE PROGRAM. When the student reaches the goal length for work
intervals, escape breaks can be shortened (e.g., falling from 1 minute to 30
seconds) and eventually discontinued.
Source: http://www.interventioncentral.org/tools/behavior-intervention-planner
Research Citation: Waller, R. D., & Higbee, T. S. (2010). The
effects of fixed-time escape on inappropriate and appropriate classroom
behavior. Journal of Applied Behavior Analysis, 43, 149-153.