Fourteen students, aged 7-24, with severe developmental disabilities who exhibited frequent aggression, self-injury, and/or tantrums were assessed to engage in problem behavior maintained by social attention or by escape from unpleasant situations. The differential effectiveness of praise and time-out was measured, indicating the importance of…

Results of a series of three experiments with four developmentally disabled males (ages 7-13) who exhibited hand flapping and body rocking indicated that some forms of repetitive stereotyped behaviors may serve social functions (e.g., escape from aversive situations), and that teaching a functionally equivalent communicative alternative can be an…