Flipping the script: Examining the feasibility and effectiveness of a school-based intervention protocol to address elopement behaviors in general education classrooms

Abstract

Children with serious problem behaviors pose a challenge for school staff to maintain safe and productive learning environments. Eloping, often called running, bolting, or absconding, from the classroom disrupts learning environments and requires significant attention and time from staff. Existing interventions to address elopement behavior lack feasibility. In this school-based study, a multiple-baseline across participants design was used to examine the effectiveness of a multi-step, function-based behavior intervention protocol, Flipping the Script (FTS), designed to eliminate elopement behaviors that were causing significant disruption in schools. Five elementary-aged children exhibiting elopement behaviors were included. Results indicate that the FTS protocol was implemented with fidelity and successfully reduced or eliminated elopement behaviors. Implications of these findings for research and practice as well as future directions are discussed.