Functional analysis and treatment of elopement across two school settings.
The elopement of a child with Asperger syndrome was assessed using functional analyses and was treated in two school settings (classroom and resource room). Functional analyses indicated that elopement was maintained by access to attention in the resource room and obtaining a preferred activity in the classroom. Attention- and tangible-based interventions were compared in an alternating treatments design in both settings. Results validated the findings of the functional analyses. Implications for the assessment and treatment of elopement are discussed.
Lang
Russell
R
The Eli and Edythe L. Broad Asperger Research Center, Graduate School of Education, University of California, Santa Barbara, Santa Barbara, California 93106, USA. russlang@education.ucsb.edu
Davis
Tonya
T
O'Reilly
Mark
M
Machalicek
Wendy
W
Rispoli
Mandy
M
Sigafoos
Jeff
J
Lancioni
Giulio
G
Regester
April
A
D020817:Asperger Syndrome / Q000523:psychology* / Q000628:therapy*; D001288:Attention; D001521:Behavior Therapy / Q000379:methods*; D002675:Child, Preschool; D003625:Data Collection / Q000379:methods*; D004777:Environment; D006801:Humans; D008297:Male; D012419:Runaway Behavior / Q000517:prevention & control*; D012574:Schools
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