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

The presence or absence of idiosyncratic stimuli has been demonstrated to p redictably 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 involv ed 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 f eatures of academic task demands and related methods of instruction on the occurrence of negatively reinforced destructive behavior of 3 boys with dev elopmental disabilities and autism in a classroom setting. The data suggest that the four-step procedure was effective in identifying methods of instr uction that decreased the likelihood of destructive behavior without disrup ting the maintaining contingencies for destructive behavior. Results are di scussed in terms of establishing operations for negatively reinforced destr uctive behavior during academic tasks and related methods of instruction in classroom settings.