McComas J, Hoch H, Paone D, El-Roy D
The University of Minnesota, Minneapolis 55455, USA.
J Appl Behav Anal. 2000 Winter;33(4):479-93. doi: 10.1901/jaba.2000.33-479.
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.
特异刺激的存在与否已被证明可预测地改变问题行为的发生。通过明确与学业任务期间负强化行为相关的刺激，有可能识别出减少问题行为发生的教学方法。本研究采用了一个四步骤程序，包括功能分析、描述性评估、建立操作（EO）分析和后续评估，（a）以识别破坏行为的操作功能，（b）评估学业任务要求的特异特征以及相关教学方法对3名患有发育障碍和自闭症的男孩在课堂环境中负强化破坏行为发生的影响。数据表明，该四步骤程序有效地识别出了在不干扰破坏行为维持条件的情况下减少破坏行为可能性的教学方法。根据在学业任务期间负强化破坏行为的建立操作以及课堂环境中的相关教学方法对结果进行了讨论。
