A Comparison of Traditional Escape Extinction Procedures and the Seven Steps to Instructional Control is the kind of topic that looks straightforward until it collides with the speed, ambiguity, and competing demands of clinic sessions and day-to-day service delivery. In A Comparison of Traditional Escape Extinction Procedures and the Seven Steps to Instructional Control, for this course, the practical stakes show up in service continuity, accurate reporting, and defensible clinical decisions, not in abstract discussion alone.
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Join Free →Traditional escape extinction procedures (i.e., not allowing escape from the teaching environment or demand) often evoke negative side effects (e.g., increased target behavior, property destruction, aggression, tantrum behaviors, and novel maladaptive behaviors) and may impede the development of the learner-clinician relationship (Schramm & Miller, 2014). This procedure is not universally effective and may be socially unacceptable to caregivers, teachers, and other providers. The Seven Steps to Earning Instructional Control offers clinicians an alternative treatment route to obtaining compliance instead of physically blocking or guiding a learner to engage in a task or remain in the teaching environment (Schramm & Miller, 2014). The Seven Steps to Instructional Control involves maintaining control over the learner's reinforcers, obtaining compliance and building rapport, saying what you mean, meaning what you say, systematically increasing the variable ratio of reinforcement, providing reinforcement for following simple directions, identifying the learner's priorities, and showing the learner that maladaptive behaviors do not yield any access to reinforcers. An overview of the behavior-analytic research on escape extinction procedures will serve as a foundational framework for implementation of the Seven Steps to Earning Instructional Control.
| Certification Body | Credits | Type |
|---|---|---|
| BACB® | 2 | General |
| COA | 2 | — |
Jessica received her bachelor's degree in Psychology from James Madison University and Master’s degree in Psychology with a concentration in ABA at the University of North Carolina Wilmington (UNCW). She completed her thesis at UNCW’s feeding clinic, under the mentorship of Dr. Melanie Bachmeyer, examining the effects of demand fading in combination with escape extinction in the treatment of pediatric feeding disorders. She completed her clinical internship and began working as a BCBA at the Autism Society of North Carolina. She then worked as a special educator in self-contained classrooms before working full time at Verbal Beginnings, LLC since May 2019. She is currently working as a Senior Clinical Supervisor, providing training and clinical oversight to new BCBAs in the field and maintaining a small caseload of clients.
Dig into the research behind this topic — plain-English summaries written for BCBAs.
279 research articles with practitioner takeaways
225 research articles with practitioner takeaways
224 research articles with practitioner takeaways
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All behavior-analytic intervention is individualized. The information on this page is for educational purposes and does not constitute clinical advice. Treatment decisions should be informed by the best available published research, individualized assessment, and obtained with the informed consent of the client or their legal guardian. Behavior analysts are responsible for practicing within the boundaries of their competence and adhering to the BACB Ethics Code for Behavior Analysts.