ABA Fundamentals

Reducing escape behavior and increasing task completion with functional communication training, extinction, and response chaining.

Lalli et al. (1995) · Journal of applied behavior analysis 1995
★ The Verdict

Once FCT is in place, you can safely make the work longer before the break without bringing problem behavior back.

✓ Read this if BCBAs teaching kids who escape tasks by acting out.
✗ Skip if Practitioners already using delay-tolerance or multiple-schedule thinning with good results.

01Research in Context

01

What this study did

Lalli et al. (1995) tested three kids who hit, screamed, or ran off to avoid work. First they taught each child a simple hand sign that meant "I want a break." Then they used two moves together: they ignored the problem behavior and only gave the break after the new sign. Last, they slowly chained on extra task steps before the break was given.

The design kept switching between baseline, FCT-only, and FCT-plus-chaining so the team could see which parts really worked.

02

What they found

Problem behavior dropped fast once the sign was in place and escape was blocked. When extra steps were added, the kids still finished the longer chain and rarely acted out. In the end, all three children worked longer and behaved safely while using their new break request.

03

How this fits with other research

Hoch et al. (2002) seems to disagree. They cut escape behavior without any extinction at all. Instead, they gave a fun-item break right after task completion. The clash is only skin-deep: Hannah’s team used highly preferred items, while S et al. used a plain break. Different reinforcers, not opposite methods.

Donahoe et al. (2000) and Galuska et al. (2006) both extend the 1995 work. W et al. kept FCT plus extinction but taught kids to wait for the break, fading in delay. M et al. used flashing lights to signal when asking was okay, keeping mand rates low without extra chains. Both show extra tools you can bolt on after the first FCT success.

Lambert et al. (2017) also build on the idea. They strung several mands together in serial order to soften later relapse. Like S et al., they keep the escape link, just arranged in a new sequence.

04

Why it matters

If you run FCT for escape behavior, you now have more than one way to thin the break. You can chain extra work steps, teach delay tolerance, use signals, or add fun items. Pick the path that fits your learner and your materials. Start with the break request, block escape, then grow the work slowly—problem behavior stays low while stamina grows.

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After the child uses the break mand, add one quick extra task before you deliver the break and watch the data.

02At a glance

Intervention
functional communication training
Design
multielement
Sample size
3
Population
not specified
Finding
positive

03Original abstract

The effects of functional communication training, extinction, and response chaining on 3 subjects' escape-maintained aberrant behavior were evaluated using a multielement design. Functional communication training consisted of teaching subjects a verbal response that was functionally equivalent to their aberrant behavior. Subjects initially were allowed to escape from a task contingent on the trained verbal response. In subsequent treatment phases, escape was contingent on the trained verbal response plus the completion of the specified number of steps in the task (response chaining). The number of steps was increased until a subject completed the task to obtain a break. Results showed that the treatment reduced rates of aberrant behavior and that the chaining procedure was effective in decreasing the availability of escape.

Journal of applied behavior analysis, 1995 · doi:10.1901/jaba.1995.28-261