Noncontingent Escape Access to Self-Reinforcement to Increase Task Engagement for Students with Moderate to Severe Disabilities

Abstract

This study determined the effectiveness of noncontingent escape access to self-reinforcement, as a student-directed intervention. Three students successfully used a break card to systematically decrease inappropriate behavior maintained by negative reinforcement while increasing task engagement. In addition, teachers completed an Intervention Rating Profile-15 that assessed the social acceptability of this interventions. All teachers indicated that self-reinforcement was socially acceptable for classroom settings and they would recommend it to other teachers.