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Manipulating the Evocative and Abative Effects of an Establishing Operation: Influences on Challenging Behaviour During Classroom Instruction
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posted on 2023-05-16, 18:11 authored by O'Reilly, M, Edrisinha, C, Sigafoos, J, Lancioni, G, Cannella, H, Machalicek, W, Langthorne, PIn 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.
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Publication title
Behavioral Interventions: theory and practice in residential and community-based clinical programsVolume
22Pagination
137-145ISSN
1072-0847Department/School
Faculty of EducationPublisher
John Wiley & Sons LtdPlace of publication
United KingdomRepository Status
- Restricted
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