Instructional adaptation in the management of escape-maintained behavior in a classroom

Dennis W. Moore, Angelika Anderson, Koshila Kumar

Research output: Contribution to journalArticlepeer-review

29 Citations (Scopus)


The aim of this study was to examine the effects of an instructional adaptation (reduction of task duration) on off-task behavior in a general education classroom. The intervention was chosen following a functional behavioral assessment, which suggested that much of the off-task behavior was escape-maintained, and a curriculum-based assessment, which showed an appropriate curriculum/performance match. An alternating-treatments design was used to assess the impact of the intervention. Results revealed that the reduction of task duration was effective in decreasing the level of escape-maintained off-task behavior during independent work in mathematics. Attention-maintained off-task behavior was not affected. Implications of these findings for both assessment and intervention planning are discussed.

Original languageEnglish
Pages (from-to)216-223
Number of pages8
JournalJournal of Positive Behavior Interventions
Issue number4
Publication statusPublished - 1 Oct 2005
Externally publishedYes


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