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Addressing escape‐maintained behavior for students with developmental disabilities: A systematic review of school‐based interventions
Author(s) -
Dart Evan H.,
Radley Keith C.,
Mason Benjamin A.,
Allen Justin P.
Publication year - 2018
Publication title -
psychology in the schools
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.738
H-Index - 75
eISSN - 1520-6807
pISSN - 0033-3085
DOI - 10.1002/pits.22108
Subject(s) - psychology , intervention (counseling) , psychological intervention , developmental psychology , extinction (optical mineralogy) , matching (statistics) , behavior change , learning disability , clinical psychology , applied psychology , medical education , social psychology , medicine , psychiatry , paleontology , pathology , biology
Students 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 escape‐maintained 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 school‐based 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.