@article{ref1,
title="Using contingent decreased freedom-of-movement to eliminate classroom running away: a case study",
journal="Education and treatment of children",
year="1980",
author="Chambers, John H. and Sanok, Richard L. and Striefel, Sebastian",
volume="3",
number="2",
pages="123-132",
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.<p /><p>Language: en</p>",
language="en",
issn="0748-8491",
doi="",
url="http://dx.doi.org/"
}