A functional behavioral assessment was completed for a 10-year-old boy with autism and problem behavior. The assessment indicated that both teacher attention and escape from task demands maintained his problem behavior. A choice-making intervention that involved allowing the participant to choose between completing work alone and subsequently receiving a break with teacher attention versus working with teacher assistance was implemented. Initial data collected on the intervention suggested that choice making decreased problem behavior. Thus, the intervention was adapted for many different applications across the school day. Anecdotal teacher records indicated that this reduced problem behavior across activities during the school day.
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