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#1 If we hypothesized that the problem behavior was maintained by escape we would expect higher rates of problem behavior the test condition than in the control condition.

#2 If we hypothesize that the problem behavior is maintained by access to tangibles we would expect to see higher rates of problem behavior in the test condition that the control condition.

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We will collect frequency data on the amount occurrences of noncompliance (crying and screaming).

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Test condition will consist of presenting the establishing operation and contingency for problem behavior.

1. Present the student with demand
2. Wait for problem behavior to occur
3. Terminate the demand

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Escape: If the behavior is maintained by escape from demands we can incorporate frequent breaks, teach an FCR through FCT "Excuse me, can I take a break please", visual schedule, or first then board.

Access to Tangibles: Teaching FCR through FCT "Exscuse me, can I have ... please", reward system so that item can be earned.

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We will collect frequency data (the number of crying behaviors) and durational data (the length of crying episodes.

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Latency FA

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Latency to  (verbal aggression).
Time between antecedent and behavior

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Functional Analysis Low Rate/High Intensity

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The control condition will consist of continued access to the reinforcer.

1.) Present student with preferred item
2.) wait 1 to 2 minutes
3.) Initiate test condition second time

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1. We will present a new/aversive task to the child.
2. Once the child engages in problem (crying) behavior, we will begin the escape condition.
3. Once the problem behavior begins, Parent/Therapist will immediately remove the demand without providing additional attention/comfort.
4. Parent/Therapist should take frequency and duration data throughout this condition.
5. If data shows that the crying behavior stops or reduces, it is being reinforced by escape.

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attention
- turn away from student for 5 minutes.  If they engage in problem behavior, terminate trial

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escape
-deliver demands using the 3 step prompting hierarchy - vocal, model, manual guidance - (5 second interprompt intervals)
- if they engage in behavior, terminate trial

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Attention: If during the attention condition, data shows that the crying behavior stops or reduces in frequency/duration, we would interpret that to mean the behavior is maintained by attention.

Escape: If during the escape condition, data shows that the crying behavior stops or reduces in frequency/duration, we would interpret that to mean the behavior is maintained by escape of the aversive/new task.

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When target behavior persists for more than 10 seconds, a measure of time will be used to record how long escalated behavior is maintained.

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1. Preferred paraprofessional is engaged with student during computer time (preferred activity) for 2 minutes.
2. Paraprofessional then introduces task demands.
3. If problem behavior occurs, paraprofessional prompts back to computer game.
4. After two minutes of game para re prompts task
5. If problem behavior occurs, paraprofessional prompts back to computer game.
6. Once more para introduces task demands
7. If problem behavior occurs student is prompted back to preferred.

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We would use this information to help create an intervention for the maintaining condition. These interventions may look like:

- Attention: Providing attention at frequent intervals throughout a timer based new activity/aversive event.

- Escape: Begin teaching the child to request a break in an age-expected way; break tasks into smaller pieces to naturally provide breaks during new/aversive activities.

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DV -- eloping (leaving the room and/or task)
Measure -- partial interval recording (is she where she's expected to be at any point during the interval, yes/no)

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Attention: If student exhibits behavior, we would end the trial.

Escape: If there are disruptions, we would give a 30 second break and end the trial.
OR if the student was compliant, we would give praise and a new demand

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Attention: Positive attention when he is on task and not engaging in the behavior

Escape: Incorporate breaks before task demands and teach students to use verbal prompts to request breaks

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1. During intervention time in which a preferred paraprofessional is in the room but leading another activity.
2. Every minute the paraprofessional calls out to the student, who is engaged in another activity, and gives praise to that student.
3. If problems behavior occurs paraprofessional then leaves activity and goes to student to regulate back.

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If attention is the function we would see the problem behavior occur in between the attention intervals, and we would see the problem behavior extinct when paraprofessionals delivers direct attention.

If escape is the function we would see the problem behavior occur when the paraprofessional delivers the task demand and the problem stop when they go back to preferred task.

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Demand
Test condition
--present student with a passage and provide instruction to read it in 2 minutes
control condition
--present student with preferred activity

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Attention condition
Test
--provide continuous attention for 2 mins
Control
--remove attention

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Attention:
Incentive program to earn attention

Escape:
Built in breaks

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If the escape hypothesis was true, we would expect to see when given a direct task demand, the student would elope.

If the attention hypothesis was true, we would expect the student to elicit attention

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Escape
--implement a break card

Attention
--implement teacher check-ins and increase teacher positive reinforcement

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1. We will present a new/aversive task to the child.
2. Once the child engages in problem (crying) behavior, we will begin the attention condition.
3. Once the problem behavior begins, Parent/Therapist will provide attention (comforting statements, hugging the child, etc.). The parent/therapist should continue to present the new/aversive task throughout the condition.
4. Parent/Therapist should take frequency and duration data throughout this condition.
5. If data shows that the crying behavior stops or reduces, it is being reinforced by attention.