The Motivation of Stereotypic and Repetitive Behavior: Examination of Construct Validity of the Motivation Assessment Scale

Abstract

Construct validity of the Motivation Assessment Scale (MAS) (Durand, Crimmins, The Motivation Assessment Scale 1988) was studied using Rasch analysis data from 67 children (246 MASs), with dual diagnosis of autism and intellectual disability or with intellectual disability only. Results failed to support the proposed unidimensional construct or the original 4-factor structure. Some motivators appear to form a unidimensional construct: "to gain attention", "to gain a tangible object", and "to escape". There was evidence that sensory stimulation represents a different construct. Children with intellectual disability were more apt to be motivated by desire to gain a tangible item or attention. Children with the dual diagnoses were more apt to have sensory stimulation or escape from task demand as a motivator for stereotypic and repetitive behavior.

Intrinsic and Extrinsic Motivation for Stereotypic and Repetitive Behavior

“…Our previous results (Joosten and Bundy 2008) also provided evidence that the scale worked differently for children with autism and intellectual disability than for children with intellectual disability alone. A differential item function (DIF) generated by Winsteps 3.58 (Linacre 2005) contrasted data for children with comorbid autism with that of children with intellectual disability alone, on each item.…”

“…In our earlier study (Joosten and Bundy 2008), we found that the presence of autism contributed to differences in motivation and in this study we also planned to investigate whether these differences were related to whether the behaviors were intrinsically or extrinsically motivated.…”

“…Although the MAS is widely used, particularly with individuals with intellectual disability, the results of three studies that have investigated its construct validity using exploratory factor analysis, have failed to reveal good evidence for construct validity (Bihm et al 1991;Duker and Sigafoos 1998;Singh et al 1993). In a previous study (Joosten and Bundy 2008), we used Rasch analysis to investigate whether the MAS might form a unidimensional construct rather than reflecting the four originally-hypothesised dimensions (i.e., to gain enhanced sensation, attention, a tangible object or to escape). However, we were unable to find evidence for either proposition.…”

Pengembangan Model Modifikasi Perilaku Terintegrasi Program Pembelajaran Untuk Anak Dengan Masalah Perilaku

“…Motivation Assessment Scale (MAS) dari Durrand dan Crimmins yang diisi guru untuk mengukur motivasi perilaku pada anak berkebutuhan khusus yang mengalami masalah perilaku (Smith, 2010:11), sebagai triangulasi terhadap observasi dan analisa A-B-C Perilaku. Sub-skala MAS mencakup empat motivasi perilaku bermasalah, yakni (1) attention, (2) tangible, (3) sensory, dan (4) escape dari perhatian, aktivitas, dan sensasi tidak diinginkan (Smith, 2010:12;Joosten & Bundy, 2008:1341. Analisis dilakukan dengan menghitung rata-rata skor masing-masing subskala dengan rumus ((∑ Xsub)/4), kemudian merangkingkan (Durrand & Crimmins, 2000:1).…”

“…Perilaku bermasalah dapat dipahami dari motif atau latar belakang perilaku bermasalah yang dilakukan. Empat kemungkinan anak melakukan perilaku yang tidak diinginkan (Smith, 2010:13;Joosten & Bundy, 2008: 1342 adalah sebagai berikut.…”