<p> Reinforcement Based Strategies </p><p>Functional Communication Training Escape/Task Avoidance</p><p>Use this procedure when the identified purpose (usual result) of the inappropriate behavior is to end the current task/activity or to escape demands being made by others (e.g., hitting self or someone else to get away from a task, activity, or person; throwing materials to end a task, etc.).</p><p>Use this protocol as a worksheet to adapt the manner in which this strategy would be included as part of a behavioral support plan for the routine you have identified in which challenging behavior occurs.</p><p>Target Routine:</p><p>Participants: Location:</p><p>Teaching Components: 1. Identify an appropriate, functional communication response (i.e., a response that is already in the individual’s repertoire or can be easily taught; one that is appropriate to the situation; and one that will achieve the same results for the individual as the inappropriate behavior did). An appropriate, functional communication response might be, “Can I have a break?”, using the “break” sign, or giving you a picture or symbol that signifies break. Notes:</p><p>2. Create opportunities for functional communication (i.e., engage the individual in a situation that usually results in the inappropriate behavior (e.g., present a task demand), continue with task demands until an appropriate request is made). Notes:</p><p>3. Encourage functional communication through prompting (i.e., “What do you want?”, “Tell me what you need.”, “What would you like to do?”, “If you need a break or want help, you need to ask.”). Notes:</p><p>4. Encourage functional communication through modeling an appropriate communication response (i.e., “May I take a break please?”, “Can we do something else?”, signing a communication response). Notes:</p><p>5. Provide a break from task demands or a change in activity when appropriate communication is used. 6. Give social praise for use of communication response. Notes: Reinforcement Based Strategies </p><p>7. Ignore inappropriate behavior. Fading Components: 1. Initially grant all appropriate communication requests immediately. 2. As appropriate communication requests increase, gradually delay your response to the request (e.g., “Let’s do two more pieces of (work) , then take a break.”, “O.K., we’ll stop in one minute.”). Be sure to grant the request as you stated. Notes:</p><p>3. When the individual is able to tolerate the delays (makes an appropriate request and waits for the request to be granted without engaging in inappropriate behavior), increase the amount of the delay (increase the time interval or the amount of work or other responses that are required before the request is granted). Notes:</p><p>4. Continue to increase the delay of the request until the individual is able to complete the entire task or activity before getting a break or change in activity following a request without engaging in inappropriate behavior. Notes:</p>