Acting out to distracting and delay the start of a lesson. The use of extinction procedures when treating escape-maintained problem behavior can be undesirable and impractical for practitioners to use. Avoid OSS if possible so student is not rewarded for poor behavior. Difficult tasks are associated with more student errors, frequent corrective feedback, and lower rates of positive reinforcement all of which can result in higher levels of frustration, decreases in student responding, and escape-maintained problem behavior. 25. Knoster, T., & Llewelly, G. (2007) Screening for understanding of student problem behavior: … 24. There is a clear relationship between task difficulty and problem behavior. His lying is not maintained because he did not escape the non-preferred task. Keith J. Slifer, in Behavioral Treatments for Sleep Disorders, 2011. Escape from instructional activities is a common maintaining variable for problem behavior and a number of effective treatments have been developed for this function. Three individuals who exhibited escape‐maintained problem behavior participated. In the case of Charlie, the teachers should communicate between themselves and Charlie so expectations are clear and Charlie cannot escape brushing his teeth by lying. 23. 27. Behavior Analysis in Practice, 3(1), 22–32. There is extensive evidence from the applied behavior analysis literature that some child behavior problems are maintained by their escape function, and that these behaviors can be reduced using an escape extinction intervention. Having a “belly ache” every day requiring a nurses visit. By the time I meet these learners, they are often at the point where they are running the household…or the classroom. Negative consequence – student is not allowed to escape work through poor behavior. These are all examples of behaviors that might be maintained by escape or avoidance. intervention for escape maintained behavior. The use of extinction procedures when treating escape-maintained problem behavior can be undesirable and impractical for practitioners to use. Escape from instructional activities is a common maintaining variable for problem behavior and a number of effective treatments have been developed for this function. Allow teenagers to listen to music from CD players or IPODS etc while they do work, or give them a 5 min break. In one study, results showed choice-making intervention decreases the occurrence of problem behavior while increasing compliance (Kern et al, 1998). Each of these treatments has characteristics that make them optimal for certain environments and clients, but less optimal for others. Five tips to decrease escape and avoidant behavior in the classroom (or at home!) Proof of Concept/Supporting Data/Evidence Base. 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