Evaluation of the Skip Slip Intervention for Escape-Motivated Problem Behavior in a Residential Treatment and Education Center
Date of Award
Master of Science (MS)
Brian K. Martens
escape-motivated, intervention, off-task behavior, problem behavior
Social and Behavioral Sciences
Escape-motivated problem behavior can result in reduced instructional time for children and their classmates and thus be detrimental to classroom learning. The goal of the proposed study was to evaluate a novel intervention that allows children to escape to easier work through the use of "Skip Slips" (i.e., a row of easier math problems that can be substituted for a row of problems in the child’s original worksheet). Four male students with hypothesized escape-motivated problem behavior participated in the study. Using an ABAB withdrawal design, students were assigned frustrational level mathematics worksheets to complete during a teacher-run after school Study and Support program. During intervention phases, students also received a “Skip Slip” for each worksheet assigned. Off-task behavior, skip slip implementation, and digits correct per minute (DCPM) were recorded to assess intervention effects. Results showed that the intervention successfully reduced off-task behavior for one of the four participants. Additionally, results indicated that the Skip Slip intervention provided little to no impact on the rate of problem completion for three out of the four participants. Implications of the study for the reduction of off-task behavior exhibited during independent seatwork time are discussed.
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SALLADE, SAMANTHA, "Evaluation of the Skip Slip Intervention for Escape-Motivated Problem Behavior in a Residential Treatment and Education Center" (2018). Theses - ALL. 236.