Description
Researchers assessed the elopement of a student with Asperger syndrome who was treated in two school settings (classroom and resource room). Functional analyses indicated that access to attention in the resource room and obtaining a preferred activity in the classroom maintained elopement. Researchers compared attention- and tangible-based interventions in an alternating-treatment design in both settings. Results validated the findings of the functional analyses. The article also discusses the findings’ implications for the assessment and treatment of elopement.
Citation
Lang, R., Davis, P., O’Reilly, M., Machalicek, W., Rispoli, M. J., Sigafoos, J., . . . Regester, A. (2010). Functional analysis and treatment of elopement across two school settings. Journal of Applied Behavior Analysis, 43(1), 113–118. doi:10.1901/jaba.2010.43-113