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Manipulating the evocative and abative effects of an establishing operation: influences on challenging behavior during classroom instruction
Author(s) -
O'Reilly Mark,
Edrisinha Chaturi,
Sigafoos Jeff,
Lancioni Giulio,
Cannella Helen,
Machalicek Wendy,
Langthorne Paul
Publication year - 2007
Publication title -
behavioral interventions
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.605
H-Index - 34
eISSN - 1099-078X
pISSN - 1072-0847
DOI - 10.1002/bin.226
Subject(s) - psychology , extinction (optical mineralogy) , autism spectrum disorder , autism , mathematics education , developmental psychology , paleontology , biology
In this study we examined the evocative and abative effects of an establishing operation on challenging behavior during classroom instruction for a student with severe disabilities including autism. A prior functional analysis indicated that his challenging behavior was maintained by access to preferred snack items. During classroom instructional sessions these snack items were visible but not available to the student. In other words challenging behavior was placed on extinction during instruction. Immediately prior to instructional sessions the student received either access to snack items or did not receive access to snacks. Access versus no access to snacks prior to instruction was systematically controlled using a multi‐element design. Results demonstrated higher levels of challenging behavior during instruction when the student did not have access to snacks prior to instruction. Very little challenging behavior occurred during instructional sessions when the student had prior access to snacks. Implications for considering the evocative and abative effects of establishing operations when implementing operant extinction in applied settings are discussed. Copyright © 2006 John Wiley & Sons, Ltd.