Ebanks, M. E., & Fisher, W. W. (2003).
Altering the timing of academic prompts to treat destructive behavior maintained by escape.
Journal of Applied Behavior Analysis,
36, 355-359.
Following a functional analysis showing that destructive behavior
was reinforced by escape, we altered the aversiveness of task
demands by interspersing easy and difficult tasks and by
presenting a corrective prompt as an antecedent event the next
time a previously failed item was presented; this procedure was
compared with one in which the corrective prompt was provided as
an immediate consequence. Results of a reversal design showed
that the antecedent prompt acted as an establishing operation and
reduced destructive behavior to zero.
DESCRIPTORS: _academic instruction, antecedent intervention,
destructive behavior, escape, establishing operation, feedback,
functional analysis