Sometimes behavior is more likely when a student is trying to delay, reduce, change, or get away from something difficult or uncomfortable.
Key Idea
Do not assume escape or avoidance simply because a student refuses or leaves. Look for a repeated relationship between what happens before the behavior and what changes afterward.
What This Can Look Like
A difficult task is presented. The student refuses, leaves, or disengages. The task is repeatedly delayed, reduced, or removed. That pattern may suggest the task or situation is important to investigate.
✓Try This
- •Consider: - Is the work too difficult? - Is there too much at once? - Does the student understand the first step? - Can the student appropriately request help or a break? - Would choice, support, or task chunking help?
Keep in Mind
The goal is not simply to prevent escape. Make the task achievable and teach an appropriate way to request help, a break, clarification, or another needed support.