ABA Term of the Month: “Escape”

By Francisco Prieto, MA, MS

Welcome to ABA Term of the Month! Here we will explore various terms used in Applied Behavioral Analysis practice, break down what they mean and some best practice strategies associated with either the behaviors or practices!

March 2019’s ABA Term: “Escape”

Escape is one of the four functions of behavior describing the relationship between a target behavior and an aversive stimulus.

 

Using a classroom setting, we can identify escape-maintained behaviors in the following example:

  • Teacher presents math classwork (aversive stimulus) and student elopes (behavior) to the yard.
    • The behavior of elopement happens when the student is presented with math classwork (aversive stimulus).
    • If the behavior of elopement does not occur when the teacher presents English classwork, then we can assume that the aversive stimulus is not the teacher presenting any and all classwork but rather specifically the subject of  math.

Some general strategies associated with escape-maintained behaviors include:

    •  Providing breaks in between assignments
      • Example: if the client finishes two questions of the assignment, they can have a three-minute break outside
      • This allows the client in engaging in a replacement behavior that allows an escape from the aversive stimulus but is contingent on the appropriate behavior
    • Encouraging clients to verbalize or gesturally ask for a break before beginning an assignment
      • This strategy is employed to build the compliance component of behavior
      • It provides a replacement behavior for the client to elope from the aversive stimulus but encourages contingency with appropriate behaviors.
      • Ensure that the teacher and staff involved are aware that this strategy is used to build compliance and breaks are and should be given contingent upon request – you are working on minimalizing eloping behaviors without permission.
    • Providing easier tasks that are related to the assignment
      • This uses behavior momentum: starting with an easier question and moving towards more difficult questions later.
      • This strategy includes providing breaks to engage in appropriate behaviors (i.e. compliance, engagement of aversive stimulus, requesting breaks)
      • Breaks and other activities that allow escape from the aversive stimulus in employing this strategy becomes highly reinforcing.

In escape-maintained behaviors, the greatest reinforcer is not achieving a tangible result but rather the client developing the ability in not engaging with their aversive stimulus.

The above example may or may not apply with your client, so please discuss strategies with your supervisor for your assigned client before applying them in practice.