Initiative Description: Three experimental conditions (escape, control/play, attention) were conducted with all participants. The experimental conditions were alternated randomly and were conducted during the participants’ normal academic time in a small group, individually paced reading rotation. Attention: The teacher engaged in their usual teaching practice and were instructed not to place demands during this condition except for the demand to start reading. Escape: the teacher prompted the participant to engage in reading every 30 seconds. If the participant began/continued reading, the teacher provided a brief verbal praise statement. If the participant did not begin reading within 5 seconds, the teacher provided another prompt, followed by another verbal praise statement if the participant started reading. Materials were removed from the participants” desk by the teacher until the next 30-second interval if they did not start reading. Control/play: Participants were allowed to read a book of their choosing in the reading corner. The teacher provided attention in the form of a brief statement every 30 seconds. If the participant got the teacher’s attention appropriately, the teacher responded immediately. A 5-second time delay for teacher attention was implemented if the participant engaged in any inappropriate target behaviors.

Study Results: During the intervention, the disruptive behaviors of all 3 participants decreased to near zero levels.

Reference: Shumate, E. D., & Wills, H. P. (2009). Classroom-Based Functional Analysis and Intervention for Disruptive and Off-Task Behaviors. Education and Treatment of Children,33(1), 23-48. doi:10.1353/etc.0.0088

Level of Evidence: Very Good