Elopement/Running Away

Elopement is often referred to as running away, bolting, wandering, AWOL, or being out of bounds.Running away is a serious behavior to address due to the dangers that may occur for students without direct adult supervision. Elopement--the term used in research articles--can be defined as leaving the designated area without permission, and can be based upon a specific boundary (leaving the classroom), or based on a specific measurement (3-6 feet away). The severity of elopement may vary from a milder version (running from classroom) to more extreme (leaving campus or otherwise being out of sight for an extended period). Students may elope during transition times and avoid specific environments; the main concern--beyond safety--is that the student is missing instruction. 



How do I pick an intervention?

It is important to note that in order to pick an appropriate strategy to address elopement/running, the function of the bolting behavior must be understood. This is the "why" of the behavior, and provides a reason that the child is engaging in this behavior.

Building Incremental Success:
Graduated Exposure and Contingent Rewards 
​(Escape Function)

This intervention is useful for students who have an aversion to a specific place or activity (ie. PE class, assembly), and therefore elope from those environments. The goal is to slowly support them in reaching specific distance goals along the way (ie. half way to PE class, ¾ of the way), and rewarding them for doing so with a reinforcer (sticker, gum) and verbal praise. The distance is gradually increased (based on success), until the student is able to enter the environment. The goal then moves to participating and completing the expected tasks within the learning environment. ​

Functional Communication Training (FCT)
​(Escape, Avoidance, Attention Function)

FCT is a well researched strategy, which teaches students specific communication skills in order to meet their needs; essentially the elopement behavior is being replaced with positive communication skills. The student can make their request verbally (requesting an item or break) or in a nonverbal way, (pointing to the desired item or activity or using a cue card). ​​

Positive Attention:
​Non-contingent Attention (Seeking Attention Function)

This intervention is implemented for students who run away to get attention (being chased or the desire for one on one time with an adult). Instead, consistent, positive attention is given to the student while they are “in bounds” or in the expected area. ​​
Resources:
Similar Behaviors:
Marin County SELPA commissioned Dominican University of California’s Department of Special Education to identify evidence-based behavioral practices to support students, teachers, and local schools. In particular, the task was to identify positive, evidence-based classroom practices leading to academic and behavioral success.  
​Dominican University of California is located in Marin County and offers graduate programs that culminate in a Master of Science (MS) in Education degree. These programs are designed for educators and other professionals who are interested in teaching and seek preparation for leadership roles and responsibilities