McComas, J., Hoch, H., Paone, D., & El-Roy, D. (2000).
Escape behavior during academic tasks: A preliminary analysis of idiosyncratic establishing operations.
Journal of Applied Behavior Analysis,
33, 479-493.
The presence or absence of idiosyncratic stimuli has been
demonstrated to predictably alter the occurrence of problem
behavior. By specifying stimuli related to negatively reinforced
behavior during academic tasks, it may be possible to identify
methods of instruction that decrease the occurrence of problem
behavior. The current study used a four-step procedure that
involved a functional analysis, descriptive assessment,
establishing operations (EO) analysis, and follow-up evaluation
(a) to identify the operant function of destructive behavior and
(b) to evaluate the effects of idiosyncratic features of academic
task demands and related methods of instruction on the occurrence
of negatively reinforced destructive behavior of 3 boys with
developmental disabilities and autism in a classroom setting. The
data suggest that the four-step procedure was effective in
identifying methods of instruction that decreased the likelihood
of destructive behavior without disrupting the maintaining
contingencies for destructive behavior. Results are discussed in
terms of establishing operations for negatively reinforced
destructive behavior during academic tasks and related methods of
instruction in classroom settings.
DESCRIPTORS: _destructive behavior, establishing operations,
functional analysis, academic tasks, negative reinforcement