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.

中文翻译：

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翻转脚本：检查以学校为基础的干预协议解决通识教育课堂中私奔行为的可行性和有效性

摘要具有严重问题行为的儿童对学校教职员保持安全和生产性学习环境构成了挑战。离开教室，通常被称为逃跑，狂奔或潜逃，这会扰乱学习环境，并需要员工的大量关注和时间。用于解决私奔行为的现有干预措施缺乏可行性。在这项基于学校的研究中，跨参与者设计使用了多基线，以检验基于功能的多步骤行为干预协议Flipping Script（FTS）的有效性，该协议旨在消除导致重大破坏的私奔行为在学校。包括五个表现出私奔行为的小学年龄儿童。结果表明，FTS协议的执行是忠实的，并成功减少或消除了私奔行为。讨论了这些发现对研究和实践的意义以及未来的方向。