Using Functional Communication and Competing Stimuli to Reduce Elopement in Children with Autism

Introduction

Elopement, or wandering away without permission, is a serious issue for children with autism and developmental disabilities. It can put children at risk for injury, getting lost, or even death. Parents, caregivers, and behavior analysts work hard to prevent this dangerous behavior, but finding effective treatments can be challenging.

One particular area of concern is transition-related elopement—when a child elopes during movement from one location to another. Many children resist transitions, especially when they are moving away from a preferred activity or item. Until recently, there was little research on how to effectively reduce elopement specifically during transitions.

A new study by Frank-Crawford et al. (2024) in Behavior Analysis in Practice explores an intervention designed to gradually increase transition distances while reducing elopement. The results offer valuable insights for behavior analysts working with children who engage in elopement.

Understanding Elopement in Autism

What is Elopement?

Elopement is when a child wanders or runs away from a caregiver, classroom, or structured environment without permission. For children with autism, elopement can be especially dangerous due to challenges with safety awareness and communication.

Why Do Children Elope?

Elopement often serves a specific function, such as:

Access to tangible items – Running toward a preferred item or activity
Escape from demands – Avoiding a non-preferred task or transition
Sensory stimulation – Seeking movement or novel experiences

Understanding the function of elopement is critical for developing an effective intervention.

Transitions can be difficult for children with autism because they require stopping a preferred activity and shifting to something new. If a child learns that running away delays or avoids a transition, elopement may become a learned behavior. This makes it crucial to address these behaviors with structured interventions rather than simple redirection or reprimands.

Previous Research on Elopement Treatments

Several behavior-analytic strategies have been used to reduce elopement:

Functional Communication Training (FCT) – Teaching children appropriate ways to request what they want instead of eloping.
Differential Reinforcement – Rewarding appropriate behavior (e.g., walking with a caregiver) while ignoring problem behavior.
Noncontingent Reinforcement (NCR) – Providing access to preferred items or activities at scheduled intervals to reduce motivation to elope.

While these strategies show promise, most studies focus on elopement in specific settings rather than during transitions over increasing distances. The study by Frank-Crawford et al. (2024) helps fill this gap.

Participant and Setting

The study focused on a 6-year-old child, “Winston,” diagnosed with autism, severe intellectual disability, and conduct disorder. Winston frequently attempted to elope in an inpatient hospital unit, particularly during transitions.

Data Collection and Analysis

Researchers measured three key variables:

Latency to elopement – How long Winston would walk before attempting to elope.
Use of functional communication responses (FCRs) – How often he used the trained communication method instead of running away.
Engagement with competing stimuli – How long he interacted with the preferred items intended to reduce elopement.

They used a reversal design, meaning interventions were tested and then removed to confirm their effectiveness.

Intervention Components

The intervention involved three key strategies:

1. Functional Communication Training (FCT)

Winston was taught to use a picture card to request a preferred item.
The request was reinforced immediately by giving him the item, reducing his motivation to elope.

2. Blocking and Extinction Procedures

If Winston attempted to elope, staff physically blocked him from leaving.
Attempts to elope did not result in access to a preferred item, helping to break the learned reinforcement cycle.

3. Competing Stimuli Assessment (CSA)

Researchers identified items that Winston found engaging and allowed him to access them during transitions.
These stimuli reduced his motivation to elope by providing alternative reinforcement.

Results and Implications for Practice

The intervention was highly effective:

Winston’s elopement decreased significantly when functional communication and competing stimuli were used.
His latency to elopement increased—meaning he walked longer distances before attempting to elope.
He used the picture card to request items instead of engaging in problem behavior.

These findings suggest that behavior analysts can reduce transition-related elopement by:

Teaching functional communication – Giving children a way to request desired items reduces their need to elope.
Using highly preferred items during transitions – Competing stimuli can make transitions more manageable.
Blocking and withholding reinforcement for elopement – Preventing reinforcement for problem behavior helps break the cycle.

Practical Applications for Behavior Analysts

Behavior analysts working with children who engage in elopement can consider the following steps:

Conduct a functional behavior assessment (FBA) to determine why the child elopes.
Identify highly preferred stimuli that can serve as alternative reinforcement.
Teach communication skills so the child can request items appropriately.
Gradually increase transition distances to shape appropriate walking behavior.
Ensure fidelity in blocking and extinction procedures to prevent reinforcement of elopement.

By applying these evidence-based strategies, practitioners can help children transition more successfully while reducing dangerous elopement behaviors.

Conclusion

The study by Frank-Crawford et al. (2024) provides strong evidence that functional communication training and competing stimuli can effectively reduce transition-related elopement. This aligns with previous research on function-based interventions while addressing the unique challenges of transitioning over increasing distances.

For behavior analysts, this study reinforces the importance of:

Assessing function before implementing interventions.
Using structured, reinforcing strategies to increase appropriate walking.
Gradually shaping longer transition distances rather than expecting immediate success.

For those interested in reading the full study, you can find it in Behavior Analysis in Practice. Click here to access the article.

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