A Comparison of Function-Based Replacement Behaviors for Escape-Motivated Students

Individuals who engage in problem behavior should be taught an appropriate behavior that meets the same function and replaces the problem behavior. Often, there are several appropriate replacement behaviors, and guidance is needed to choose among them. This study employs a hybrid single subject design with a baseline, alternating treatments, and final treatment phase to compare the effects of four replacement behavior conditions (none, teacher help, break, or choice between help and break) on the off-task behavior of three boys with a history of escaping from task demands. Although all replacement behaviors were associated with less off-task behavior than none, the choice condition was associated with the least off-task behavior and its implementation was staggered during the final treatment phase.