title: Escape behavior in task situations: task versus social antecedents.
abstract: We designed an investigation to differentiate two types of challenging behaviors occurring in teaching situations: those evoked by task stimuli (i.e., task avoidance), and those evoked by social stimuli present in teaching situations (i.e., social avoidance). Four students with developmental disabilities who exhibited challenging behaviors in teaching situations were exposed to social interaction in a play situation and task demands in a teaching situation. Results indicated that the students exhibited two distinct behavior patterns. Two of the students exhibited a behavior pattern consistent with task avoidance and the other two students exhibited a behavior pattern consistent with social avoidance. Implications concerning task versus social avoidance and the need for more fine-grained analyses of the stimuli associated with escape behavior are discussed.
authors.affiliation: John Merck Multiple Disabilities Program, Western Psychiatric Institute and Clinic, Pittsburgh, Pennsylvania 15213.
authors.forename: J C
authors.initials: JC
authors.lastname: Taylor
authors.forename: M M
authors.initials: MM
authors.lastname: Ekdahl
authors.forename: R G
authors.initials: RG
authors.lastname: Romanczyk
authors.forename: M L
authors.initials: ML
authors.lastname: Miller
mesh_terms: D001321:Autistic Disorder / Q000523:psychology / Q000534:rehabilitation; D001521:Behavior Therapy; D002648:Child; D002659:Child Development Disorders, Pervasive / Q000523:psychology / Q000534:rehabilitation* / Q000628:therapy; D002675:Child, Preschool; D006233:Persons with Disabilities / Q000534:rehabilitation; D004495:Education of Persons with Intellectual Disabilities; D004519:Education, Special; D006801:Humans; D007398:Interpersonal Relations; D013663:Teaching