Escape behavior during academic tasks: a preliminary analysis of idiosyncratic establishing operations.
Escape behavior during academic tasks: a preliminary analysis of idiosyncratic establishing operations.
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学术任务期间的逃避行为：特殊建立操作的初步分析。
DOI：
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发表时间：
2000
影响因子：
2.9
通讯作者：
Daphna El
中科院分区：
文献类型：
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作者：
J. McComas;Hannah Hoch;Debra Paone;Daphna El
特殊刺激的存在或不存在已被证明可以预见地改变问题行为的发生。通过指定与学业任务中消极强化行为相关的刺激，有可能确定减少问题行为发生的教学方法。本研究采用功能分析、描述性评估、建立操作（EO）分析和后续评估四步程序(a)确定破坏性行为的操作功能；(b)评估学业任务要求的特质特征和相关的教学方法对3名发育障碍和自闭症男孩在课堂环境中负强化破坏性行为发生的影响。数据表明，四步程序在确定教学方法方面是有效的，这些方法可以减少破坏性行为的可能性，同时又不会破坏破坏性行为的维持偶然性。结果讨论了在学业任务中建立负强化破坏性行为的操作和课堂设置的相关教学方法。
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.