The Effects of Presession Attention on Problem Behavior Maintained by Different Reinforcers

McComas, Jennifer J.; Thompson, Abigail; Johnson, LeAnne D

doi:10.1901/jaba.2003.36-297

Cited by 57 publications

(37 citation statements)

References 8 publications

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“…First, EOs can influence the power of consequences to act as reinforcers. For example, when a person is deprived of attention then attention might act as a more powerful reinforcer (McComas, Thompson, & Johnson, 2003). This is termed the reinforcer-establishing effect.…”

Section: Introductionmentioning

confidence: 99%

Manipulating the evocative and abative effects of an establishing operation: influences on challenging behavior during classroom instruction

O’Reilly

Edrisinha

Sigafoos

et al. 2006

Behavioral Interventions

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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.

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Section: Introductionmentioning

confidence: 99%

Manipulating the evocative and abative effects of an establishing operation: influences on challenging behavior during classroom instruction

O’Reilly

Edrisinha

Sigafoos

et al. 2006

Behavioral Interventions

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“…Research has shown that prior access to social sources of reinforcement (e.g., attention) may alter the subsequent value of that stimulus event as reinforcement for appropriate behavior (Vollmer & Iwata, 1991;Zhou, Iwata, & Shore, 2002) and problem behavior (McComas, Thompson, & Johnson, 2003). Given these results, it is possible that the stimulation generated by stereotypy may be less efficacious following a period of time when prior access to that stimulation was available (as evidenced by decreased levels of behavior).…”

Section: Introductionmentioning

confidence: 99%

Effects of prior access and environmental enrichment on stereotypy

Rapp

2004

Behavioral Interventions

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A young boy's stereotypy was first evaluated in two daily 30 min sessions (one in the morning and one in the afternoon) during a free operant (FO) condition. Results from the two daily sessions during FO showed that stereotypy was lower during the second session of the day, suggesting that prior access had affected later engagement in stereotypy. The effects of environmental enrichment (EE) with music, EE music plus a guitar, and EE music plus a guitar plus contingent music loss on stereotypy were also evaluated. Unexpectedly, the results showed that the presence of music increased stereotypy during both daily sessions; however, contingent music loss decreased stereotypy and simultaneously increased untargeted guitar play. Increases in stereotypy during both daily sessions suggest that music may have increased the reinforcing value of stereotypy.

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“…In marked contrast, changes in the level of attention did not appear to function as MOs for escape-maintained behavior (e.g., McComas et al, 2003). Although the effects were somewhat mixed, providing access to different types of tangible reinforcement did appear to have an abolishing effect on some participants' escape-maintained behavior (e.g., Carter & Wheeler, 2007).…”

Section: Establishing or Abolishing Operationmentioning

confidence: 93%

Types of Motivating Operations in Interventions With Problem Behavior

Simó-Pinatella

Font-Roura²,

Planella-Morató³

et al. 2012

Behav Modif

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A motivating operation (MO) alters both the effectiveness of a stimulus as a reinforcer and the current frequency of all behavior that has been reinforced by that particular stimulus. This article reviews studies that have manipulated a MO during interventions with school-age participants with intellectual disabilities and problem behavior. A systematic review was conducted using the following major electronic databases: PsychInfo, Education Resources Information Center, Science Direct, Blackwell, SAGE, and Medline. A total of 31 published articles representing 55 participants was examined. Findings from this study suggest that the modification of a MO usually has an effect on the problem behavior by either establishing or abolishing its motivation. Furthermore, a relationship was found between the type of MO and the behavioral function identified. The theoretical and practical implications of these findings, limitations of this study and potential issues for future research are discussed.

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The Effects of Presession Attention on Problem Behavior Maintained by Different Reinforcers

Cited by 57 publications

References 8 publications

Manipulating the evocative and abative effects of an establishing operation: influences on challenging behavior during classroom instruction

Manipulating the evocative and abative effects of an establishing operation: influences on challenging behavior during classroom instruction

Effects of prior access and environmental enrichment on stereotypy

Types of Motivating Operations in Interventions With Problem Behavior

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