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Negatively reinforced destructive
behavior during academic tasks: a preliminary analysis of idiosyncratic
establishing operations in the classroom
Jennifer J. McComas,
Hannah Hoch, Debra Paone, & Daphna El-Roy
The University of Minnesota,
and the Graduate School and University Center of the City University
of New York, USA
The presence of very specific
stimuli has been demonstrated to affect the occurrence of problem
behavior. By specifying and altering relevant stimuli, it may
be possible to identify effective antecedent-based interventions
for problem behavior. The current study used a four-step procedure
that involved a functional analysis, descriptive assessment,
analysis of establishing operations, and follow-up evaluation
to (a) identify the operant function of destructive behavior,
and (b) isolate and evaluate the effects of specified features
of tasks (establishing operations) on the occurrence of negatively
reinforced problem behavior of an 8-year old boy with developmental
disabilities and autism in a classroom setting. The data suggest
that the four-step procedure was effective in identifying relevant
features of tasks that, when altered, decreased the likelihood
of destructive behavior without disrupting the contingencies
for problem behavior. Results are discussed in terms of assessment
of idiosyncratic variables that are related to establishing operations
for negatively reinforced destructive behavior and related antecedent-based
interventions in classroom settings.
Keywords: establishing operations,
destructive behavior, functional analysis, academic tasks, negative
reinforcement |