Initiative Description: The participating student was selected for the study based on teacher nomination for demonstrating high levels of inappropriate classroom behavior and emerging mathematics skill deficiencies. The intervention took place during the student’s regularly scheduled math class. Observations took place for 20 minutes each day (10 minutes during whole class work, 10 minutes during independent work). Off-task behavior was recorded. The intervention involved a reduction in task duration, which was accomplished by manipulating the daily mathematics tasks assigned by the teacher.
Study Results: Reduction of task duration was effective in decreasing the level of escape-maintained off-task behavior during independent work in mathematics.
Reference: Moore, D. W., Anderson, A., & Kumar, K. (2005). Instructional Adaptation in the Management of Escape-Maintained Behavior in a Classroom. Journal of Positive Behavior Interventions,7(4), 216-223. doi:10.1177/10983007050070040301
Level of Evidence: Good