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across and within participants. The mean lengths of presession satiation conditions were 11, 21, and 23 minutes for Jacob, Geoffrey, and Donovan, respectively. Such variability may present an additional consideration when scheduling and implementing this intervention in regular public school settings. Results from this study have several implications for practitioners. First, this intervention may be especially useful when the discriminative stimulus for challenging behavior cannot be removed from the environment. In such instances, addressing the motivation to engage in challenging behavior may provide an effective means of reducing challenging behavior (O’Reilly et al., 2008). Classroom teachers may incorporate periods of free access to the maintaining consequence for challenging behavior in their daily classroom schedule. If a student is known to engage in tangibly-maintained challenging behavior during a particular activity, the teacher may provide the student with access to the tangible item for periods of time immediately prior to the difficult activity. Second, presession interventions may reduce the need for one-on-one support in inclusive classrooms. By abolishing the value of reinforcement for challenging behavior prior to a classroom situation, the individual may be less likely to engage in such behavior and thus require less behavioral support from teachers and staff. Another benefit that is particularly noteworthy is the effect of this MO manipulation on multiple outcomes. Students with autism often require multiple interventions for decreasing challenging behaviors (Reese et al., 2003) and additional interventions for increasing appropriate skills. Implementing numerous interventions for multiple students in a classroom may impede treatment fidelity and overwhelm service providers. Therefore, the efficiency of this intervention may be appealing to practitioners. More research is needed to examine the use of MOs to affect multiple response classes of behavior simultaneously. This study highlights several areas that warrant further empirical attention. First, researchers should explore the application of MO interventions in other applied settings including the community and home environments. Second, previous research has shown that preferences for specific tangible items may vary across time (Zhou, Iwata, Goff, & Shore, 2001). As a result, a tangible item that does not evoke challenging behavior one day may evoke such behavior on another day. For individuals whose challenging behavior is maintained by access to multiple tangible items, it may be helpful to assess preferences prior to MO manipulations regularly in order to enhance intervention effectiveness. References Abramson, J. H., & Gahlinger, P. M. (2001). Computer Programs for Epidemiologists: PEPI v.4.0. Salt Lake City, UT: Sagebrush Press. Abramson, J. H. (2004). WINPEPI (PEPI-for-Windows): computer programs for epidemiologists. Epidemiologic Perspectives & Innovations, 1, 1-6. doi: 10.1186/1742-5573-1-6 American Psychiatric Association. (1994). Diagnostic and statistical manual of mental disorders (4 th ed.). Washington, DC: Author. Barlow, D. H., Nock, M. K., & Hersen, M. (2009). Single case experimental designs: Strategies for studying behavior change (3rd ed.). New York: Allyn & Bacon. Carr, E. G., & Smith, C. E. (1995). Biological setting events for self-injury. Mental Retardation and Developmental Disabilities, 1, 94–98. Fisher, W., Piazza, C., Bowman, L G., Hagopian, L. P., Owens, J. C., & Slevin, I. (1992). A comparison of two approaches for identifying reinforcers for persons with severe and profound disabilities. Journal of Applied Behavior Analysis, 25, 491-498. Hintze, J. (2006). NCSS and PASS: Number Cruncher Statistical Systems [Computer software]. Kaysville, UT: NCSS. Horner, R. H., Albin, R. W., Sprague, J. R., & Todd, A. W. (2000). Positive behavior support. In M. Snell & F. Brown (Eds.), Instruction of students with severe disabilities (5 th ed.) (pp.207-243). Upper Saddle River, NJ: Merrill. Iwata, B. A., Dorsey, M. F., Slifer, K. J., Bauman, K. E., & Richman, G. S. (1994). Toward a functional analysis of self-injury. Journal of Applied Behavior Analysis, 27, 197–209. (Reprinted from Analysis and Intervention in Developmental Disabilities, 2, 1982, 3–20). Kennedy, C. H., & Meyer, K. A. (1996). Sleep deprivation, allergy symptoms, and negatively reinforced problem behavior. Journal of Applied Behavior Analysis, 29, 133–135. Kern, L., Choutka, C. M., & Sokol, N. G. (2002). Assessment-based antecedent interventions used in natural settings to reduce challenging behav- Effects of Presession Satiation / 617
ior: An analysis of the literature. Education and Treatment of Children, 25, 113–130. Lang, R., O’Reilly, M., Sigafoos, J., Lancioni, G. E., Machalicek, W., Rispoli, M., & White, P. (2009). Enhancing the effectiveness of a play intervention by abolishing the reinforcing value of stereotypy for a child with autism: A pilot study. Journal of Applied Behavior Analysis, 42, 889–894. Lang, R., O’Reilly, M., Sigafoos, J., Machalicek, W., Rispoli, M., Lancioni, G., Aguilar, J., & Fragale, C. (in press). The effects of an abolishing operation intervention component on play skills, challenging behavior and stereotypy. Behavior Modification. Laraway, S., Snycerski, S., Michael, J., & Poling, A. (2003). Motivating operations and terms to describe them: Some further refinements. Journal of Applied Behavior Analysis, 36, 407–414. Luiselli, J. (2006). Summary and future decisions. In J. K. Luiselli (Ed.), Antecedent assessment and intervention: Supporting children and adults with developmental disabilities in community settings (pp. 293– 302). Baltimore, MD: Paul H. Brookes Publishing Co. McComas, J. J., Thompson, A., & Johnson, L. (2003). The effects of presession attention on problem behavior maintained by different reinforcers. Journal of Applied Behavior Analysis, 36, 297–307. O’Reilly, M. F. (1995). Functional analysis and treatment of escape-maintained aggression correlated with sleep deprivation. Journal of Applied Behavior Analysis, 28, 225–226. O’Reilly, M. F. (1997). Functional analysis of episodic self-injury correlated with recurrent otitis media. Journal of Applied Behavior Analysis, 30, 165–167. O’Reilly, M. F., Lang, R., Davis, T., Rispoli, M., Machalicek, W., Sigafoos, J., et al. (2009). A systematic examination of different parameters of presession exposure to tangible stimuli that maintain challenging behavior. Journal of Applied Behavior Analysis, 42, 773-783. O’Reilly, M., Sigafoos, J., Lancioni, G., Edrisinha, C., & Andrews, A. (2005). An examination of the effects of a classroom activity schedule on levels of self-injury and engagement for a child with severe autism. Journal of Autism and Developmental Disabilities, 35, 305–311. O’Reilly, M. F., Sigafoos, J., Lancioni, G., Rispoli, M., Lang, R., Chan, J., et al. (2008). Manipulating the behavior-altering effect of the motivating operation: Examination of the influence on challenging behavior during leisure activities. Research in Developmental Disabilities, 29, 333–340. Parker, R., & Vannest, K. (2009). An improved effect size for single-case research: Nonoverlap of all pairs. Behavior Therapy 40, 357–367. Reese, R. M., Richman, D. M., Zarcone, J., & Zarcone, T. (2003). Individualizing functional assessments for children with autism: The contribution of perseverative behavior and sensory disturbances to disruptive behavior. Focus on Autism and Other Developmental Disabilities, 18, 87-92. Rispoli, M., O’Reilly, M., Lang, R., Machalicek, W., Davis, T., Lancioni, G., et al. (in press). Effects of motivating operations on aberrant behavior and academic engagement during classroom instruction for two students with autism. Journal of Applied Behavior Analysis. Schopler, E., Reichler, R. J., & Renner, B. R. (1988). Childhood autism rating scale. Los Angeles, CA: Western Psychological Services. Sparrow, S. S., Balla, D. A., & Cicchetti, D. V. (1984). Vineland adaptive behavior scales. Circle Pines, MN: American Guidance Service. Zhou, L., Iwata, B. A., Goff, G. A., & Shore, B. A. (2001). Longitudinal analysis of leisure-item preferences. Journal of Applied Behavior Analysis, 34, 179–184. Received: 20 July 2010 Initial Acceptance: 16 September 2010 Final Acceptance: 21 October 2010 618 / Education and Training in Autism and Developmental Disabilities-December 2011
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Education and Training in Autism an
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March 2012 Manuscripts Accepted for
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new line of research, the review ho
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TABLE 1—(Continued) Overview of H
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TABLE 1—(Continued) Overview of H
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Figure 1. MP3 Player (Model: SM-320
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Figure 3. Sony-Ericsson K800. Retri
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computer with three middle school s
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Figure 6. Video iPod. Apple, Inc. h
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example, in contrast to previous st
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using public transportation. Device
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accessible software to increase ind
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(14.3%), a unique curriculum (13.8%
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TABLE 1 Student Characteristics Stu
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eos” was highlighted. Students th
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ment was 100% for baseline and main
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Figure 3. Percentage of independent
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how to program and operate the equi
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Individuals with Disabilities Educa
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TABLE 1 Video Prompting Studies Con
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TABLE 1—(Continued) Video Prompti
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Length of video clips. Researchers
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to learn three cooking tasks. Resul
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Van Laarhoven and Van Laarhoven-Mye
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Dogoe, M., & Banda, D. R. (2009). R
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TABLE 1 Summary of Demographic and
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TABLE 2 Summary of Outcome Variable
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with students in preschool (Akmanog
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with MoID acquiring some of their p
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Vocational task. To date one study
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ed; thereby adding to the amount of
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Retardation and Developmental Disab
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TABLE 1 Student Demographic Informa
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Figure 1. Example of the mini-poste
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Experimental Design This study empl
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intervention sessions was 75.55% de
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help continue maximum skill profici
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at the same time, or did not respon
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Figure 1. Correct responses for Joe
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sponses for each skill. No trends w
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then be used as a template for quic
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Page 123 and 124: autism on the CARS. Regarding socia
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Page 135 and 136: Assessments Preference assessment.
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Page 149 and 150: Copeland, S. R. (2002). See citatio
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Page 157 and 158: Mastropieri, M. A. (2009). See cita
Page 159 and 160: 262. Noyes, D. A., & Sax, C. L. (20
Page 161 and 162: Rispoli, M. (2009). See citation #1
Page 163 and 164: Sparks, S. (2010). See citation #87
Page 165 and 166: Vlaskamp, C. (2008). See citation #
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