Escape behavior during academic tasks: A preliminary analysis of idiosyncratic establishing operations

Jennifer McComas, Hannah Hoch, Debra Paone, Daphna El-Roy

Research output: Contribution to journalArticlepeer-review

41 Scopus citations

Abstract

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.

Original languageEnglish (US)
Pages (from-to)479-493
Number of pages15
JournalJournal of applied behavior analysis
Volume33
Issue number4
DOIs
StatePublished - 2000

Bibliographical note

Copyright:
Copyright 2017 Elsevier B.V., All rights reserved.

Keywords

  • Academic tasks
  • Destructive behavior
  • Establishing operations
  • Functional analysis
  • Negative reinforcement

Fingerprint Dive into the research topics of 'Escape behavior during academic tasks: A preliminary analysis of idiosyncratic establishing operations'. Together they form a unique fingerprint.

Cite this