|
Title:
|
The effects of motivating operations on levels of challenging behavior and academic engagement in the classroom |
|
Author:
|
Rispoli, Mandy Jenkins, 1979- |
|
Abstract:
|
Young children with autism often engage in challenging behaviors . Such behaviors can lead to social isolation and decreased time spent in instruction . Previous research has demonstrated that antecedent based interventions can reduce challenging behavior in young children with autism . These interventions often alter reinforcement contingencies in order to decrease challenging behavior . However , research has shown that it is also possible to target an individual's motivation to engage in challenging behavior . The purpose of this study was to evaluate the effects of a manipulation of the motivating operation on challenging behavior as well as academic engagement for young children with autism . A motivating operation (MO ) alters the value of reinforcement as well as the frequency of behavior previously correlated with accessing reinforcement . When the value of reinforcement is decreased and the frequency of behavior correlated with that reinforcement is decreased , the abolishing operation is in effect . One method for reducing the value of reinforcement is to provide the individual with unrestricted access to reinforcement until the individual reaches a level of satiation . Through the use of the abolishing operation it is possible to alter the frequency of challenging behavior without altering reinforcement contingencies . In this study five young children with autism who engaged in challenging behavior were exposed to two conditions . One condition involved a manipulation of the abolishing operation in which participants were given unrestricted access to the consequence maintaining their challenging behavior prior to classroom sessions . In the second condition the participants entered into the classroom session without presession access to reinforcement . The influence of the abolishing operation was assessed with respect to levels of challenging behavior and levels of academic engagement in the classroom . Results demonstrated that presession access to the maintaining consequence of challenging behavior reduced challenging behavior and simultaneously increased academic engagement for all participants . |
|
URI:
|
http : / /hdl .handle .net /2152 /18396
|
|
Date:
|
2012-10-16 |