Example 1 1. Executive Pattern Summary Across 8 observations, elopement occurred in 5 of 5 instances involving an academic demand (reading aloud or a multi-step math problem) and in 0 of 3 instances with no academic demand present. This is a preliminary but fairly consistent pattern. Consequences following elopement have varied (verbal redirection, offered breaks, extended time away), which may be inadvertently reinforcing escape from the task. 2. Data Snapshot 8 observations, 9/2–9/11 (two school weeks), general education 3rd grade classroom, collected by teacher and paraprofessional. All observations occurred during instructional periods; no data available for non-instructional times outside the sampled windows. 3. Antecedent Patterns Elopement was directly observed following: being asked to read aloud (3 instances), and multi-step math problems (2 instances). No elopement was observed with no-demand antecedents (morning meeting, recess transition, peer reading). 4. Behavior Patterns In all 5 elopement instances, the student left the assigned area within 1 minute of the demand. Duration outside the area ranged from 2–10 minutes across recorded instances. 5. Consequence/Outcome Patterns Consequences varied: verbal redirection with task postponed (2x), offered break (2x), sent to break room (1x). In every case, the academic task was either delayed or not completed — this is a directly observed outcome, not an inference. 6. Context/Setting/Time Patterns Elopement occurred during reading group (3x, all around 10:10–10:20am) and math independent work (2x, around 1:00–1:05pm). No elopement occurred during morning meeting or recess transition. 7. Higher-Likelihood Contexts Reading group involving oral reading demands; independent math work involving multi-step problems. 8. Lower-Likelihood/Successful Contexts Reading group with no direct demand on the student (peer reading aloud); morning meeting; recess transition — all no-demand periods. 9. Exceptions & Competing Evidence No clear exceptions were recorded — the data is unusually consistent for this sample size. This should be treated cautiously: 8 observations is a modest sample, and consistency this clean sometimes reflects a limited range of conditions sampled rather than a fully confirmed pattern. 10. Evidence Strength Demand-elopement link: Moderate (consistent across 5/5 demand instances, but small sample) Escape-maintained outcome pattern: Preliminary (plausible given consequence data, but function not tested experimentally) Time-of-day pattern: Preliminary (confounded with subject/demand type) 11. Working Hypotheses Hypothesis A: Elopement is most consistent with escape from academic demands perceived as difficult (oral reading, multi-step math). Hypothesis B: Elopement may be linked to specific demand types (verbal performance in front of group) rather than difficulty generally. Hypothesis C: Variable consequences (attention, break, delay) may be maintaining the behavior across multiple pathways rather than one single function. 12. Data Gaps No data on elopement risk during non-instructional times (lunch, specials). No measure of task difficulty relative to student's skill level. No data on whether student can perform the tasks independently when demand is removed. 13. Team Review Questions Does the pattern hold when a scaffolded or modified version of the same task is presented? Is there a way to test whether oral performance specifically (vs. general academic demand) is the trigger? What would a consistent, agreed-upon consequence protocol look like across staff? Should baseline academic skill level be assessed for the flagged tasks? 14. Possible Next Data-Collection Priorities Collect data during non-instructional periods for comparison; trial a scaffolded task presentation and record elopement rate; standardize the consequence following elopement to isolate its effect on future occurrences.