| What is a good initial plan for this student? | What are some additional treatment options if problems are encountered? |
|---|---|
DRA | DRO with time delay |
NCR would be a good initial plan. Attention would be provided throughout all activities. | Tolerance of a less preferred activity should be considered. |
look at the students schedule and try to ensure that tasks are regularly in his daily schedule. Teach student a FCR such as "look at this" or "can we chat" | safety plan should be in place that has a staff at each exit door to ensure student does not leave the school. Do not chase student when he elopes. |
Tolerance training for accepting no and being bored. | Teach waiting and accepting no. |
Teach the student to request breaks outside, provide options for alternatives to engage in during down time in the classroom | NCR |
NA | NA |
Dra with extintion | concurrent choise without extintion and ncr for an alternative behavior |
Keep the students engaged. Teach him to ask to be chased during appropriate times to be chased. Teach the child to ask for attention. | Keep staff in area near door. |
Teach student to ask to be chased. Once this is established thin the schedule of reinforcement while teaching the student multiple requests for attention or getting his needs met. Possibly have a second prompter near the door to redirect the student and prompt the correct response. | Provide additional attention during free time so that the student is accessing a denser schedule of attention. |
tolerance response, alternative behavior | contingency-based delay |
A good plan in concurrent choice with FCR response to request more preferred activities. | Teacher to stand at door to block. |
The student first needs to be taught FCT, "I need a break, I need help, etc." As we are putting the elopement behavior on extinction, we can position another staff at the door to bring the student back instead of staff running after him. | Consider his reinforcement schedule for the FCR. |
teach fct to get attention, also contingent upon task completion of repetitive and effortful work | ncr attention time, |
Request an item. | Add supports like visual supports. |
Teach student to request for breaks and/or other preferred activities in the class. | Thin schedule of reinforcement gradually. |
The child's MO for elopement could be reduced by getting attention from an adult in the classroom on a time based schedule. | In addition, he could be taught an FCT response to mand for a preferred activity with another person when he is unengaged. |
FCT - walk around | |
DRA | |
NCR attention | Dense and then thin schedule |
teach FCR | NCR |
Ncr+Dra | |
The student should have a NCR for attention. Staff should be providing attention at scheduled times | They could utilize another staff member to be near the doors if elopement occurs as well as increase their schedule of reinforcement |
Teach the student to ask to be chased or to access time in the gym with a teacher. | Plan specifically for tasks that the student can complete during any reinforcement thinning so tasks that are aversive are not presented. |
DRA for non-elopement behavior, FCT with multiple schedules of reinforcement. | Tolerance training, thinning, planning ahead for resurgence and renewal |
DRA - provide attention other times | Tolerance for not getting attention |
| What is a good initial plan for this student? | What are some additional treatment options if problems are encountered? |
