Effects of Motivating Operations on Problem and Academic Behavior in Classrooms

Autor/inn/en	Rispoli, Mandy; O'Reilly, Mark; Lang, Russell; Machalicek, Wendy; Davis, Tonya; Lancioni, Giulio; Sigafoos, Jeff
Titel	Effects of Motivating Operations on Problem and Academic Behavior in Classrooms
Quelle	In: Journal of Applied Behavior Analysis, 44 (2011) 1, S.187-192 (6 Seiten) PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0021-8855
Schlagwörter	Behavior Problems; Autism; Reinforcement; Intervention; Disabilities; Functional Behavioral Assessment; Intervals; Learner Engagement + Suchen Sie Ihr Suchwort? Autismus; Positive Verstärkung; Handicap; Behinderung
Abstract	The current study examined the effects of motivating operations on problem behavior and academic engagement for 2 students with autism. Classroom sessions were preceded by periods in which the participants had access or no access to the items functionally related to their problem behavior. Results suggested that presession access may result in lower levels of problem behavior and higher levels of academic engagement during classroom instruction. (Contains 1 figure.) (As Provided).
Anmerkungen	Society for the Experimental Analysis of Behavior. Available from: Department of Applied Behavioral Science. Kansas University, 1000 Sunnyside Avenue, Lawrence, KS 66045-2133. Tel: 785-841-4425; Fax: 785-841-4425; e-mail: behavior@mail.ku.edu; Web site: http://seab.envmed.rochester.edu/jaba/index.html
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10