| Effects of motivating operations on problem and academic behavior in classrooms. | |
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MedLine Citation:
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PMID: 21541143 Owner: NLM Status: MEDLINE |
Abstract/OtherAbstract:
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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. |
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Authors:
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Mandy Rispoli; Mark O'Reilly; Russell Lang; Wendy Machalicek; Tonya Davis; Giulio Lancioni; Jeff Sigafoos |
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Publication Detail:
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Type: Case Reports; Journal Article |
Journal Detail:
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Title: Journal of applied behavior analysis Volume: 44 ISSN: 1938-3703 ISO Abbreviation: J Appl Behav Anal Publication Date: 2011 |
Date Detail:
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Created Date: 2011-05-04 Completed Date: 2011-08-26 Revised Date: 2011-09-13 |
Medline Journal Info:
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Nlm Unique ID: 0174763 Medline TA: J Appl Behav Anal Country: United States |
Other Details:
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Languages: eng Pagination: 187-92 Citation Subset: IM |
Affiliation:
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Department of Educational Psychology, Texas A&M University, College Station, Texas 77843, USA. mrispoli@tamu.edu |
Export Citation:
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| MeSH Terms | |
Descriptor/Qualifier:
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Achievement* Autistic Disorder / complications Behavior Therapy / methods* Behavioral Symptoms / etiology, rehabilitation* Child Child, Preschool Humans Male Motivation / physiology* Reproducibility of Results Students / psychology* |
| Comments/Corrections | |
From MEDLINE®/PubMed®, a database of the U.S. National Library of Medicine
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