title: Effects of motivating operations on problem and academic behavior in classrooms.
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.
authors.affiliation: Department of Educational Psychology, Texas A&M University, College Station, Texas 77843, USA. mrispoli@tamu.edu
authors.forename: Mandy
authors.initials: M
authors.lastname: Rispoli
authors.forename: Mark
authors.initials: M
authors.lastname: O'Reilly
authors.forename: Russell
authors.initials: R
authors.lastname: Lang
authors.forename: Wendy
authors.initials: W
authors.lastname: Machalicek
authors.forename: Tonya
authors.initials: T
authors.lastname: Davis
authors.forename: Giulio
authors.initials: G
authors.lastname: Lancioni
authors.forename: Jeff
authors.initials: J
authors.lastname: Sigafoos
mesh_terms: D000124:Achievement; D001321:Autistic Disorder / Q000150:complications; D001521:Behavior Therapy / Q000379:methods*; D001526:Behavioral Symptoms / Q000209:etiology / Q000534:rehabilitation*; D002648:Child; D002675:Child, Preschool; D006801:Humans; D008297:Male; D009042:Motivation / Q000502:physiology*; D015203:Reproducibility of Results; D013334:Students / Q000523:psychology*