Citation

Chambers JH, Sanok RL, Striefel S. Educ. Treat. Child. 1980; 3(2): 123-132.

Copyright

(Copyright © 1980, West Virginia University Press)

DOI

unavailable

PMID

unavailable

Abstract

The present research investigated the effects of a levels program, which made a child's increased freedom-of-movement contingent on his remaining in the classroom or assigned area, on the child's behavior of running away from a special education classroom. During a baseline period of five weeks, the child ran away an average of 6.5 times per week. Implementation of the levels program resulted in a decrease in runaway incidents to only.67 per week. The introduction of a modified levels program decreased runaway incidents still further to a mean of.45 per week. Reimplementation of both the levels program and modified levels program then resulted in a five-week period in which no runaways occurred. Followup in an eight-week Summer school program showed a continued low frequency of runaway incidents,.37 per week. The levels approach was considered a particularly advantageous procedure, as its application was correlated with drastically reduced running away incidents, while providing contact wiht potential classroom reinforcers. Maintenance of classroom attendance was possible with a single component of the treatment package.

Language: en