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    of 15
    The Role of the Reflexive-Conditioned Motivating Operation (CMO-R) During Discrete Trial Instruction of Children With Autism (SSAGE Vincent J. Carbone,' Barry Morgenstern,?Gina Zecchin-Tirri,? and Laura Kolberg* Abstract “The principle of motivation has resurfaced as an indopendene variable inthe field of havior analysis over the past 20 years The incensed incerest she rest of reinement ofthe concept of the moriatng operon and aplenon to ‘he learning neds of persons wth devlopental disables. Notwiciandng the increased emphasis won modhexton ‘of modatng operations to reduce problem behavior, thre Is lted recognition of th inportane behavioral vale 'n ays eeaonent erature. An overview ofantacedene based netructinal modifacons th lead tom edition of «scape and avoidance behavior of children with autism during struction Is proved An analy ofthese Instructional ‘methods as motwating operations is proposed A cancel systema analyst nuence of srtional methods 'sffered as a 00 for improving the selection and Inplementation of fective teaching procedures Keywords "motivating operations, establishing operation, atm, escape and avoidance behavior, discrete wl instruction Comprehensive intensive weatment based upon the ‘pplication of behavior analyte principles has rove tobe ‘mn effective form of intervention freien with tis (Gren, 1996), Researches have demonstrated the sper ‘rity of behavior snl programs over other approaches to autism oatment or dieing Levels of intensities of servis (Bimbrauer & Leach, 1993; Cohen, Amerne- Dickens, & Smith, 2006; Eilseth Sith Jar, & Elvi 2007; Lovas, 1987 Sallows & Grupo, 2005; Reningion fa, 2007; Smith, Groen, & Wyane, 2000). These Teseichers have provided clear evidene tht intensive interveation pied by behavior analytic princils ean pro- ce substantial bent fo eden witha doce tht mis once thought to be resistant all forms of treatment, ‘Thece ae septs of chien with sutisn ering reer dation classooms, achieving suttanal cognitive gin, tnd developing sge-spropite social skills afer many ‘yeas of inteasive bobviora intervention (Lovass, 187), Recently, evdeace hasbeen gathered that suggest schon ‘communi, and ome application often behavior ‘aterventon can be equally successfl (Eset, Sith, Jahr, & Eldevik, 2002; Howard, Sparkman, Cohen, (Greco, & Stanislaw, 2005). A eat ive published namals (Leaf & McEachin 199; Lovaas, 1981, 2003; Meurice, Green, & Foxx, 2001; Maurice, Gree, & Luce, 1996) for parents and practionrs are avaiable to provide 8 sum. may ofthe efetve teaching methods discovered though controled sts, Those manuals provide a useenly method of disseminating effective bebavior analytic mt- ‘ds for eacing hire with atin. The result may be ruts sccepance and widespread aplication of bebivor tualyie method with chien with anism, Much ofthe research and all of the saalized tret- iment packages emphasize the importance of motvaing hile wo respond to teacher dicted insucinal asks, LL, Koegel, Carte, and Kooge! (1998) and LK Koegel ‘Koogel, Shoshta, and McNerney (1999) suggested tha ‘motivation is pivotal to teaching of euléen with sie because its reaton seria tothe development ofa wide range of shils: Morcover, givea the tendency of these ‘Gato Gi Vey Conga oti hela ten re at cr ene Ceti he Ent i Cpr at reece Carbone et a iden to cogage i high ates of escape and avoidance bahavors (RL. Koeg!, Koegel, Fen, & Seth, 1995) ‘within instructional demand setings, metods that increase ‘he motivation to espoad may be eset for progcing loog-enn postive outcomes. The ultimate outcome for ‘many children with autism may depend at lest prialy pon ther earning to ated to teacher decd suis ‘nd respond corey and quickly for reasonable periods oftime each day (Drsh de Toor, 1983). This i eapecaly ltmportant for etleen with aim bocase they fruenty {ail learn through exposure to typical social environ ment (T, Smith, 2001)-As a alemtive to mere exposure 1 everday experiences, the method of discrete ial instruction (Lavan, 1981, 1987; T Smith, 2001) hasbeen zmonstrated wo be ove ofthe most effective insuctioal tools for teaching import langue, soci nd cogi- tive sls to children wih aus as a component of ‘comprehensive program of intervention. The method is Iodeied ater Skinner's (1968) deer contingency ‘rangement whereby a stimulus ie pesented by a teacher, aresponse occurs, and a consequence follows the response fo songthen or weaken the likelihood ht i will occur spain user similar conditions ‘When discret trial instruction has been used a com> ponent ofacompeebensiveprogram ofiatensiveinterventon {or children with anism, longterm benefits have been schievod with many eileen (Lovaas, 198); McFachin, Sm Lovaas, 1993; T Sith, 198), Notwithstanding the benefits ofthis method its proper implementation presents substantial challenges to prsctioners. The imple~ ‘mention of disece tal instuction may confit wth he leering history of eileen with autism related 1 escape tu avoidance bebivir In oer words the high demand roqiements of discret ial instucton ae the sme on sions tat typically evoke problem behavior inthe form of tantnnming, Doping high res of stereotypes, ses: fon and sen. Sat (7.201, p 89) expla" ‘aldon with utsn may tempt to eeape or avoid almost {il teaching stuton, a well any request that adults ‘make of then.” Consequealy through concep unde ‘Sanding and prctical epee related othe moifcaton of instructional variables that duce eseape-naintaied ‘nd avoidance-manaied problem behavior of children ‘with ecsm appears essential This ale was geneated to provide an overview of te behavioral sniyis of motivation daring discos wal inssion and a reiaerpeeation ofthe eff of ante- ‘eden vile ax motivating operations (MO), nd, mee ‘specially the reflexvesondidoned motivating operation (CMO-8). No new methods are presented. Instead, his Intepentin is offered 0 belppraciionrs and teachers understand why varies of procedures that have been repored inthe terre are effective. Bact, Wot, 2nd Risley (1968.96) sated ta pacers within a scien fle discipline reqie more than a "collin of tek as the source oftheir procedires,Fxtension 1 Rew areas i complished only trough the understanding of bow pro- ‘odes work in ers of bse principles. In the case of ‘sorte trial nts of len with autism, pret. ners may benefit from a conceptually systema stays of ‘motivation when conding iin, apelin the prac ples to now problems, senrll reducing the averiveess of teaching envioumeats, and decreasing ence on escape textnetion. Moreover, improved selection of appropriate lnsuruetonal metiods maybe facia. ‘The Establishing Operation ‘Michael (1953p 192 sted the esbishing operation EO) {san environment even, peratia,o stimula con- Aiton hat fectsan opnism by momenta aering (o) the reinforcing effectiveness of other evens and (©) the frequency of occurence ofthat put ofthe organism's reperaze relevant to those evens as ‘consequenees ‘To paraphrase Michael (200%), BOs make someone “want Something” and ead othe aso that have produced wat is now "wante.” Food deprivation makes you "vaat™ fod and therefore lade to ations that have prodoced fod ingestion inthe past, och a making 2 sandwich A eadache maker yoo “want pain eli and therefore leads to eto that reduce pai, such as swallowing an aspirin {A sgnicant prion of asus and generally disupive behavior in eden with antsm during intaction may ‘esl fom suong motivation fer something (20), such as ‘ask removal, toy, or attention. "The tern EO hasbeen considered weward Because it implies only an inerete i reiforeing or punishing effectiveness. Therefore, Lara, Syncersi, Michal tod Poling (2003) resommend replacing the tra with MO. Within th emainder of his els, MO wil bused rather ‘ha EO, ‘Michse (1993, 2004, 2007) provided deserpions of several unconditioned and condoned MOs. fll deseip- tion ofeach x beyond the scope of his tile Instead, an soaps of problem behavior during discret tril instrc- ‘on wil be provide, tizng the evant concept of he (CMOLR, Methods willbe sugestd that appear to sols the CMO-R, leading to Tedvetions in problem betaviog ‘within the context of demand-elated instructional tives ‘wih persons with development disabilities and aut, eit the fat that several researchers have demoastated ‘reduction in escape motivated bebavor without acknow- ‘edging the role ofthe CMO-R, a laceasng number of ua ‘sus (vata, Smith, & Miche, 2000) implicating this ‘important mivatons variable scams to sugost a pevi- ‘ously wrecognizad role. The CMO-R bas bees implicated ‘Srey in several sts a an dependent variable Dat afets the occurence of problem bebavior (Crockett & “agopian, 2006; DeLeon, Neldert, Anders, & Rodrigue Cater, 2001; Bbanks & Fisher, 2003; Lali eal, 19%; ‘MeCoias, Hoe, Paooe & E-Roy, 2000). The presentation ofneoetional demand nal hese studies implicated the {CMO-R asthe potential mechanism tat accounted for he reported behavior effi Michel (1993, p. 20) defined the CMO-R ‘Any imal condition whose presenoe or absence ‘he been positively corelated ith the presence or ahecne of ny form of worsening will action as (CMO in establishing its own termination as elective reinforcement and in evoking any bebavio that bas been so reinforced. ‘The CMO.R is an eavtoamentalevet that utinately laces the value of conditioned negative reiforerent and therefore evokes any behavior that has Ted to 2 ‘edacton inthe cent aversive condition. Inthe ese of {he CMO-R special, he conditioned aversive simul i the onset ofthe vey stimulus whose offict would function asa form of conditioned reinforcement. For crample, when teching ehidres with auism, the mere removal esareinforeer Therefore, th oft of testis will act asa reinforcer for any response tht removes the Insictional demand. In other words, if instructional demands md the seng in which they ae presented “signals or warns of any type of worsening sitation (Gediced reinforcement, ficult sastactionl demands, ‘many instructional demands, high rate of ers, et), responses that remove the warning signal will be evoked ‘Within thi context, tstraconal demands act as aversive stil and therefore evoke problem bchavior that has Ted tothe removal ofthe demands in hepa The CMO and Teaching Children With Autism Responding maintained by escape and avoidance of instr ‘ional and oer pps of demands aooants fr betwen 3% sd 48% of el ijrious and aggressive behuvions of pe fons with developmental ibis (Derby ea, 1992; Iva et al, 1990), The bebavior analyte reser iterate {is eplte with interventions fr escape motivated behavior ‘ncn bt not ited ional communication ai {ng (CT) plu extnetion (Hanley, vata, & MeCord, 2003) ‘and noncontinget escape (.F. Cae & LeBlane, 2006). Lovaas (1981, p29) suggested “Developmentally ssbled Fu on Atom end Other Developmental Disables 25(2) ctildren often throw tars when demands are placed on ‘em. Ther tantrums may interfere seriously with their leaing of ore appropiate behaves" Other researchers also have documented the negntive role st escape and ‘voidancebebavior plays in the tesching ad agus of import silo hire ith atm. RL. Kooge (1998 pp 167-168) ela hat well documento that chile with as fl respond to sod avoid many types of language and aca- emi iteracsons flue to respon to evenday ‘ovionmertal imal, which appears sa widespread ‘maivason problem, may noon ve an impct on ‘child's commanicnve and seblase acts but ‘tho canbe profoundly dovimental 1 a chi’ social developmen Sundberg (1993) sugested ht he eaching of fangs and ether sil soften complicated when instructional ‘inl tas CMO-R. This conclusion is patclaly problematic bosause one ofthe most fequoaly imple mented behavior analytic methods dstete wal instruc tio, includes the prsenaton of equent teacher ited academic demands. T. Smith (200, p. 86) suggests “As a ‘esl, hse children re kay to experience fstation in teaching situations... They may eto such fstations Wid anus and otber efforts to escape or avid frre ares” Smith suggests that providers of thve services ‘vst be equipped wah he kills nossa troduoe hee robo behavior during teaching sessions. Some inves ‘ignore have coneided tat he best oncom fr elden ‘with asm aay be elated othe teacher's or pret’ ll in reducing disrupdve behavior and developing letner ‘cooperation ding nstrostion (Lava, 2003). Given Ue ‘et dat dees evidence hat astuctional and other pes of demands delivered to cilren with ats daring etch ing sessions (and at other times) might well faction as (CMO-Rs fr some children (R. Smith & Tata, 1997), a ‘comprehensive understanding of how thi independent ‘arable affects Iearlag, and information on bow to ‘weakea its contol over problem tehavioe appears esien- fal fr teachers and others who guide programs for ilren vith aim. ‘To facile an understanding of CMO-R, en example ‘om the abstr seting ire. Figure | hss he development ofthe CMO-R andthe development of the ‘scape and avoidance behavior i evokes in a aboratny fevronment. The operant experiment prepancon ta bs Seed grates of scape an avon eave refered {asthe dlsctminutadevoidance paradigm (Hou, 196) na lboratry example as subjected to pif sek that vas preceded by nd posvely coma withthe sound of eu tne eset eine the tone and avoid the shock Figure I. Marae diagram of he devtprane he ‘ete condoned mevatig operon (EMO the Sooo. by pressing & metal bar In his experiment ar repeated ‘exposures ote te shock pings th mere preseation ofthe tone established its reoval ass renforeer und evoked tev hat ia the ast ad rere ne erin, ch 1 bar pressing. Notice how the tone pression met the two-part defisition ofthe MO ia temas of valu aero, andbehavioralriag elec Also note the tmaton of the ‘one acted as conditioned reinece forthe ar pesing ‘Within th behivoa literature, teense of 8 simul ice the tons has been iene asa scrminative simul (6°) forthe bebaviorofbar pressing. Michael's (1982, 2007) ‘einterpreution ofthe difleence between discriminative ‘mull and MOs lads ote coueuson ta the tone onset ets 5 CMO-R Tn adition, the reinforce forthe ar pres ‘is opel ben dented as avoidance of the shock not ‘he tention ofthe one. Michael (204, p, 71) suggested ‘Hom a molecular perspective tis doesnot eem rensonable sine, "Something nt happening doesnt easily quali the kind of even that ean fiction ae a inn esponse ‘consequence Michael's (1982, 1988, 1993, 2000, 2004, 2007) refinements of the concept of the CMO bas add freitly Yo our understanding ofthis behavioral vaiabe Fall o propel identify these events in tem of thet fictional elo to bevior may lead 1 imprecise and Ineffective contol of bekavor inthe Inboard worse, ‘o poorly designed and implemented essen prorans or ellen wih asm in classrooms and other wetings [Now consider the same arrangement as it relates to the instruction of con with ati wthin a diserettal instruction format, Figures he sme sangeet ‘of behavior analy variables described in the abortory ‘empl provided in Figure | 1a ln genera it is recommended that may cides with ‘sm receive as muchas 25 40h per week finetive bekiviorl intervention (Gren, 1996, Leaf & MoPachin, 1999; National Research Coun, 2001). Animporat com poncatof the inensiverestment model isthe we of sree ‘ta instrocton. With this approach, beaver ists re vided into component adits. While the insur s siting ata chldsied table, be or she usually presents an instructional demu, waits for oF prompts te cet respons, provides a cansequece for the e's reponse, sd thenpeses fora few szonds before peseatng he next instmtional demand (Anderson, Taras, & O'Mally- Cennen, 1996, The diy activites may alter between svete and unstuctwed with oppor for inden fal foching (Leaf & McEacia, 1999). Many progans combine discrete wa insrton esions with ia en ronment eching (Sundberg & Parton, 1998), Whateer formats chose, ll behav eae progrins for chi ren with aust emphasize active leamer responding fo high ate of teacher reseed insouctional demands With the degree of leurer cooperation effing the benefit sebioved ‘As Fgure2 suggests, the presen othe teacher, delay of tho material, mn vegas to move fa the incon ‘vitonmet all may bve own cotlated wit ter stages ‘ofthe insuctional sein when the“ worcing tof eon ‘ons became inceasinly potent. All ofthe instoes ‘sctivities listed in the worsening conditions colema ia Figure 2 have bee deed inthe bebaviorl erat as tata aversive condition tha may occur rig he !asrueton of eilren wih autism (Langtome, MeGil O'Reilly, 2007; MeGil, 1999; R. Sth & Tots, 1997; ‘Wilder & Car, 1998). In thie way te activites at the ‘begining ofthe session serve as a warning signal of move ‘nen tovard the ater siages of the instveuoal session sad therefore establish removal of any and al sgn of istrc tion as a einfreer and evoke problem bebo, such ae sagresson,selFnury, and taotrumming ht have bison cally rode tax removal (Michel, 000), In this ease, he teacer the materials he teacher's oie an the seta demands all may begin faaeion 8 s CMO boca of tec comeation with insructonl activities that represet 8 ‘worsening eof endons ‘The worsening set of conditions in the insrvtonsl ‘xampleisonly meapborically refered tos “pain im ‘aton.” Conon r simul a wam of decreas inthe ‘ate of reinforcement, decrease ia te mount of reine {excemen, es immediate enforcement reer response rouiement, greater response efor, and 0 fork ae all worsening contions lat ean aca einforces fr bchavior tha termites them (Michael, 200) Faas to recognize ‘he conbutianf the CMO-R othe developmen of escape and avoidance behavior during the lseution of elon aus on Auten end Other Detelpmertal Dates 2572) Deol ihe Oa Caran Nera “Pana sistem eteets ‘Stns esenng So ot onan Fear | re [> SERRE RENO Trion ‘conan + Gavan Poste Force ‘coat isarton |—* | 2 Loutaosf Pentre Roneenon | == | iso ona Misco 1 Ej Saal Baan! Evlaeooevor Peet 1 Ele eopree owures ‘nase so a + Sree eine {Bevan errs 1 Batyoa Pete arose 1 Lorna Posse emis ear arta ‘neva maton WiC | = cotnat hep er cor Sosesoa aa igre 2. useve digran of the deaopnt of he refexve condoned mitaing apention (CMO) in he chsiroor, ‘with stim may reduce the Heiheed that he instruc tional methods necessary to weaken it effets willbe implemented. Difereniaing Ss frm MOs ‘a ioe ental his opis the diene erween te SP andthe MO. The fas hese to ansedet snl stare several sacral and fictoal characterise dncoing e fet tnt ot ar anole! vara, ae Ieaed td eva and abate betavir Scuola fied roquenty athe sure of boavor change tht ‘tore propel ssablia the fects of MO-R “Wheres the dtrininive sma devs col over respoding through «spel histor reainsip wih beta comoqucicn Skanes account of oer ancl i> fess a diferent source of ffvee tewern sone Scent salad hav” (Sth & a, 197, 340) In is que, Si and at re feng o he MO ate “ater suc fifa” Natta this distinction, behavior analysts typically have been termed to classify all antecedent evocative stimali as Aicininave stimuli (Shlinger, 1993). This st of cr camsfanes eaves a gap in our understanding of ‘perant factional relations” (Michal, 1993, p. 19) Moroover Mishel (196) suggests hat being ble ota shout these diferent arises is eset to Being ale to snalyze them effectively during instructional sessions ‘Therefore, when analyzing the evocative eet of demands ‘on problem behavce with children with autism, reliance on ‘th concept ofthe MO say lead o practice that i moee cfostive ‘Because instustional demands do not “signal” the vailbilty of reinforcement for problem behavior but instead make negative reinforcement in the form of task semoval valuable, hey ae best ideniied sn MO. Tis is the eriteal property that diferentes an S® fom & (EMO-R. “In short, Os change how much people want something; SP change ter chances of geting (McC, 1988, p. 399, Carbone et a Differentiating the CMO-R From Other MO Difent MOs soquite tee conto oer behavior hough Afferent mechanisms and histories. Unconitioned MOs hve unique histories tlated to the species pylogeny. Contoned MOs have unig histories elated 0 a nd idea's ontogeny. In other Woes, the bites tat have Jed tthe development of the many unconditioned and onitoned MOs are remarablydifent. Mareoves, the ‘mechanisms tat secount fr teres are all iferent ‘Consequently, pacer efforts 6 abolish he elles and hate behavier related to any of the unconditioned or ondiened MOs would rege eubeadally diferent ‘vrommeatal manipulations specif each spe of mot "ting operation, Asaresul, Michael (193, 2007) provided ‘specific labels for each MO as way of chown he Aiereat hiss ththave eth contr over bear Moreover, he identified diferent forms of unpiring that an be used to derease behavior evoked by eoaditoned "Mos. Practionrs who ace avare of thse ferences will ‘erainly be mere efletive in contlingbbavior than {hse who are unaware. The CMO-R is te only MO tat is engendered with ‘evocative contol ove Behavior throveh «history of cor ‘elton with «worsening Seung of conditions, Ara real Oo his unique history, the mere presentation of this type of ‘stimulus event immediately establishes is removal us & formof einercement Methods to rece te eet of the (CMO-R are rocedurally distin! fom unconditioned ss wells other conditioned MOs (Le, surogt, transite), Miche! (2000, p. 402) highlighted the importance of this Aistition by claiming“... to say tat thinking of v0 ‘evocative vale with such diferent istorii ‘ations for prediction and coatol as tough they sete the same would surely result in theoreti and practic ‘nefecdvenses” Resnterpreting Existing Treatments From a CMO-R Perspective ata ctl. (2000) suggested resercers have demoastated the val of moiffing MOsto increase or decease problem behavior The autor ofl tree major eviews ofthe oie ‘MéeGil, 1999; F. Smith & Iwata, 1997; Wilder & Car, 1998) devoted sections oftheir ais othe toifistion ‘of MOs as indopendentvaviables. They all subdivided is Section ino the MO maifetion tat ware elective in reducing problem behavior maintsine by posive, nes tive, and automatic reinforcement The modification of antecedent msvation variables oredoce problem bebe minsined by negative enforcement ws stalye nem ofthe CMO. Allauthor ited states in which inven ‘ors implemented procedures to reduce the vale of task removal 8 reinforcers. As pointed out by R. Smith end vata (197), however, few ofthe err resarhetteled ‘onthe concept of the MO. Tasted they atibuted he ess ‘0 destruct variables of seing evens snd conentaa ‘riables or improperly to the effets of tins coat, Recopsition af the rle of tie MO bas bees abucred by th fac tata concepaly systematic approach that focuses Oo ‘he functional relnions among environment simul and ‘havior bas not been the gener pace in the fl "In fet, acts of plied bebavioe analy is a preived ‘aire o eae the many procedures generated fo changing social significant behavior o basic Bevin pinipes™ (Sit at, 197, p. 343). Michel (2000, 2007) provided a concept nays of ‘te modification ofthe CMO-R asa pide to practiones Serving persons wih aim and developmental disabilities He adopted the notion of increasing the efetvenes of Instruction unifying concep under which motvatonal amecden: variable, previounly denied a set events ‘or contextual variables, could be elasfied as mediating ‘operations. Within bis nays, Michael rejected the ea oF ‘merely removing the CMO“ (eg. istrvtona demands) {0 reduce prbiem bebaviorbeaise pesetation of fe- ‘ent nsirutonal demands sw necessary condition for Teaming within discrete tral instruction methodology Additonal, be agred thatthe fnton-lering effects of ‘extinton coud reduce problem beavior but would leave ‘he CMO-R i pce and therefore would be practical solution oly i there cou be no redction nthe aversive ature ofthe demands as CMO-RS. Ho cocluded tht in ros eass the CMO-R oould be aboisod by altering the insrtonal practices so that “israction results i less failure, more equent social and other forms of rein: foreemeet, and otor peer provements i the demand situation to the point at which it may aot function ae 8 demand but rather as opporanity” (Michal, 2000, ». 48). Michael ideas a bretofore largely overiooked independeat vaiable (or else of motivational varsbes) that neds to be considered daring itrte rial nstrction of eden with atom, “Mei (1995) povided ational super fr Mics recommendation related to istration modilication, He Stated that marely reducing the problem behavior wile leaving the aversive nature of the dentad situation une soled is an unsatisfciory slution. He suggested ht 5 nly are practioner obligated to rede problem behavior butalso ler the chnlenging envizoamient encountered by ‘most persons with anim and developmental sable “Metal (p. 406) agrees with Durand (1990) that porn behaviors area east partly the result of poorly aranged ‘avioaments and thst the CMO-R "a reflection of hora eavzaunentlcharstrtes (ocho naporo ‘te demsnd," MEG (406 goes ono that hr to ‘manipulate the CMO-R may raise etl conse“ Teco esves« counterhbiiave envionment in plce ‘ed maybe nied in it efocveness becuse the era ‘tans evoking problem bebavior sil exist” Moreover, be Sales hat FCT withoot extntion, punishes, andor ws ‘fastocedent mod ieatons generals infective in edue- Ing behavior sinned by negative reinforcement. This ‘comenin is soppoed enpically by Fisher etl (193) tnd Hagopin, Fisher, Solven, Acquis, and LeBlanc (1998), Falls, MeGil eoneaded that merely teaching 3 fictional eqeivalent response may not be suficient 0 reduce problem bebavor witout modification ofthe vale ofthe reinforcer that has led to the scquson and mainie- tance of the respons. ‘Treatments Designed ‘to Abolish the CMO-R Many effective antecedent modifications to reduce prob- Tom behavior have been demonsrted, often under the ‘heading of curiculrrevison (C. Dunlap, Foste-Johnson, Clarke, Kem, & Childs, 1995; G, Dunlap & Kem, 1993, 1996, G, Duslap etal, 1993; G. Dunlap, Ker-Dunlp, (Case, & Robbins, 1991; Kem, Childs, Dunlap, Clk, & Falk, 1994; Ker & Dunlap, 1998 o antecedent interven tions (Mitesberger, 2006). Many ofthese researchers Inve tested the effectiveness of weatment packages. Typ ‘ally, variables related to choice of task, task variation, ‘poof insicton,inerspera or hgh-probablty tasks, Darina versus wholetask instruction, task culty, Fofucing learner eros, and so forth, have Bee included in the treatment packages t reduce esape-motivated problem behavior (Munk & Repp, 1994), Although these Feports provided wieful descriptions of behavior change method, they filled to anlyze them in tems of basic Tetrion peacples, Failure t provide a bekavioral tlgss ofthe effet of eneredetmanipultins leaves the practioner withot the information necessry to a Iyer complex and nove eases, Notwithtanding thi issue, many of the antecedent behavior reduction procedures ‘commended to reduce escape-metivated behavior ean be reinterpreted in tr of modiieason of the CMO-R. ‘Such a analysis suggest at the antecedet variables identified in the cuiulr revision Kieanue acto as stbolishing operations to the extent that they decreas the ‘ale of the reinforeer chat is maintaining the problem ‘bhavio and therefore abated the responses that dey p= ‘ously contolleg, A rednterpretation of the cucu revision research fadigs wil rede thei explanatory ‘nachanisns oa handel of behavioral piciples and pro ‘ide wconcepanlly systomatic approach fo the treatment ‘of escape mutivated problem behaviors of cildzen with futsm during diterete Wal instruction. This type of Focus an ution and Other Devdopantl Dobie 25(2) ‘bchavioal analysis may have important practical implica tions for persons wa into bldea with atm. ‘Many behavior analy practitioners bave made use of tne evideoed based procedires described inthe following Secton. No new procedure te offered. Wht follows ia isousion of some ofthe evidensed-basd instructional races tht Ive been demonsated t reduce problem ‘havior during istneton along with are-inteptaton of the effects and benefit of hee methods in terms of ering the Seton of CMO-Rs. Methods to Reduce the Effects of the CMO-R During Discrete Trial Instruction Programming Competing Renforcers Researchers of several tes with persons with dis tie demonsmted tat problem behavior evoke by 8 (CMO-Rand reinforced through termination a he demand situation canbe reduced without cooling the negative reinforcing consoqueace that hus maintained the behavior (all, Waker, Rint, Cooper Brown, 8: Boel, 2004; Lali'& Casey, 1986; Parish, Cutildo, Koto, Neet, & gel, 1986; Piazza etal, 1997; Russo, Cat, & Cashing, 1981). In other words, bebavor maintained by neyative reinforcement canbe weakened by programming positive ‘eiforement fran alteratve compliant response or by evening it nonconingendy during highs Sead i tions. This can be uecomplihed witout eliminating the ‘esponse-einforcer relation fn some cases (Lal et aly 1999). The effects of positive and negative reinforcement ‘were studied ina eves of investigations with parcpans ‘whose problem behavee had been acquired and msin- {ained dough tac removal (Lalli & Casey, 1996; Lal tal, 1999; Piaza et a, 1997). By programming onc. {eat schedules of reifcetent in which compliance wid {ask demands wos postely reinforced (ea, With food, ris) and problem behavior reed in ask emiation, the comping effects of postive snd negative eenfrce- en could be aed, “These researchers demonstrated that introduction of poskive eafreement for responses that were alternatives {oth neutvely reinfored problem bebvir reduced the problem bbavior without modieation of the maintaining entingency, and in some eases without the use of extine= tia for problem bavi. the Lal eal (1999) stad, the vets were achieved when the programmed schedule of renforcement scully favored espoases hat produced task removal (Le, negative reinforcement). The authors oncladed thatthe presentation of te positive reine ‘lished the CMO-R o value of task removal a a ein force and abated the class of responses ht had produced Carbone et ‘tat seinfrcer inthe pat In fllow-up stay by DeLeon sal 2001), the competing effets of postive nd negative reinforcement om problem Behavior mintined by task ‘removal were investigated with chained schedle Ach ‘with ais was provided he oppotmity to choose pose tive reinforcer (1, potato chip) oe negative reinforcer (Ge, break) after completing = scheduled number of responses. When the numberof demands wa relatively low, the paicipaat reliably chose the positve reinforce 1 appeared that the presence of the pose reinforer decreased the value of task termination as reinforcer owover, te paripaa’s preference switched to the break when the umber of task egied for reiforcsent increased o more than 10. The authors conch thatthe ‘sith othe preference fora break when demands were increased inated the demands had vetoed to ti i tial status as « CMO-R and theefre the valve of task removal increased and evoked the participant's choice bebvior fa beak, ‘As demonstrated by Keanedy (1994) and then again by Call et a. (2008), the addition of positive reinorer livre ding insouctionedced the exctpe- motivated noncompliant Bebavior of some patcpents, Call eta. (2004, p 158) concluded"... the adton of an abitary problem beavor ht x mnintsiod patil or solely, by ‘negative reinforeomeat” These autors aad others sug sted that this ffect ithe result of lesening the aversive ‘context of the insacinal seting by the delivery of & ‘competing positive reinforcer, These revs epee consi ‘ent with Michels (2000) analysis of how the fonction of demands may be altered from an aversive simul tan ‘oppor for the dlvery of realoremert Ping and Embedding the Instructional Enironment With Positive Reinforcement MoGil (1999) recommends several methods for weakening the vale ofthe CMO. Ro reduce escape-masivated prob lem behavior drag instrudomal sestions with pteons ‘with developmental dissbiles and autism. He suggest bots comseqhence and antcedent modifies that my be effective In any case, presentation ofthe simul tt hve evoked negatively reinforeod problem behavior witht pression ofthe Waseaing eonion tht has ‘ypialy accompanied them will reduce the vale of the (CMO-R apd abate peblem behavior One method of sccomlishing this outcome iso pai and ened th teach- fing context, personel, meri, and s0 fh with ay “improving st of condos” tough the delivery of os \ivereinfrers. In this way, teaversiveness ofthe tesching ‘uviroament is reduced and three les ikl t evoke ‘scape and avoidance mapones (Kemp & Cat, 1995), Enbedding reinforcing activites in a context of inst tional demands as been shown to rede Bebavirevcked ‘by inructonl demands. Stades by E.G. Carr and Carson (1999) and Kemp and. Carr (1995) demonstated that ‘demaniated problem bao during commnityatv- ‘ties and in employment stings could be reduted by ‘embedding renfrcag activin. EG. Ca, Newsom, dd Binkot? (1980) found that sedvities such at storteling redwed escape-motivated responses and increared csr sce with demands. Kennod, Hones ae Lindquist (1998) ‘demonstrated tht merely embedding soci coments roe to low probebilty domands dereased noncompliance in ‘sudeus with severe dsblies Errorless instruction Several researchers have damonsred thst when udents ‘make fequent errors during instructional szsion, levels ‘of problem behave are high (E.G. Car & Durand, 1985, banks & Fisher, 2003; Heckamn, Alber, Hooper, & ward 1998; Weeks & Grylrd-Roe, 1981), lstrctional rho tbat reduce the Requeny of errs have been demonstrated Io rice the level of problem behavior ‘An analysis ofthese orl inten of motivational vii ables suggests that ears iny function as an MO ad ‘cease the eifoeing vale of ak removal reins, [dhe insractorpreveas or at eas minimis eros Gris instruction. erroreseaaing), the CMO-B is abolished and studets engage in fewer problem behaviors. For example, Heenan et al (1998) demonseated tat when ‘srt used response prompts with a progressive tine ‘ey and students made very fever, evel of iarptive ‘behavior were dramataly duced In compen, wiea a leasto-est prompting sealegy was td he staat made many more eore and had higher level of disruptive behavior ‘Ina sila manner, Bbanks and Fisher (2008) reduced cseape-motivated destructive Behavior by providing snie- celent prompting to reduce rors and by iterspersing ay tacks wih the moe ifiult demands This interven tion resale in zr evel of destructive behaviors, Wess and Gaylord-Ros (1981) found that students bad higher levels of problem behavior during dial as opposed to ‘asy tasks. Almost no problem Behavior gooumed whet Stadents were making crest responses. Eros inc ton dramatically reduc prablem behavior and increased Jearning “These finding suggest the importance of minimizing leamer errs through antecedea prompting methods. The reduction in erors probably fnetoned san abolish ‘operation that reduced the effectiveness of ercape 4 8 ‘einforcing consequence ad, a a esl, reduced escape: ‘motivated problem behave. ha Stimulus Demand Fading Insructonl demas ave been pliatas a CMO-Rin sever suds (DeLeon etal, 2001; banks & Fisher, 2008; Tale 1999; McComas eal, 2000). Researcher hve ovata esape-motvned problem behavior ane i= tly lini ty removing demands (E.G. Carr & Dean, 1985; E.G Cat et a, 1980). However, this aprrach practical for teaching chilreo with autism beeause fue to present atotional demands vitally eliminaes Teaming oppetnities As ars ever researchers have ‘Shown that ts possible afer dhe demands along 8 visi- 2 of dimensions, including task difcalty (Cameron, ‘Ansleigh, & Bid, 1992; Weeks & Gaylon-Ross, 1981), ‘numberof low peobebity requests (Dcharme & Worling 1994), response effort (Homer & Day, 1991; Richman, Wacker & Winborn, 2001; Wacker eta, 190; Weld & Evans, 199) and namber or rate of isructona trials (Kennedy, 1994; Zarcone, Tata, Sith, Mazaleski, ‘Lerman, 1994; Zarcone, Iva, Vomer et, 1983). For crample, Pace, Iwata, Cowécry, Andree and Melnjre (1993) used & combinntion of extinction and fading insractonal demands reduce escape motivated problem ‘ebevions nly the instrctor spy sat withthe eld “ntl she oe completed a session with 0 problem bh oe The, te instr delivered one aston demand about te midpint of he session. Oversees se- sions nore demands were fated into the session, The ress ‘ussested ta the fading procedures accelerated the beks~ for reduction effects of extinction. These results probably ‘were obtained beets the org ak demands Fnctioned {ha CMO-R that ioroed the value of excape motivated ‘problem behavior, Removal of mands weakened the MO Id decreased expe motivated problem behaviors. Tit {pda we intedution did aot eae enough of CMOR (oincreve cape motvated problem belo, ‘Moaifyng the rate, fc, and effort of responses hrng discrete ial instruction appears to reduce escape- ‘notvated and svoidance motivated problem bebavies. ‘Gre ime fstrustors may bo able o fade nthe rate, ic ‘ily sd fort of demands uti high levels ofnsuctional atipatin ar eacod witout problem behavior. Tosk Voriavon Some investignirs have found tht mass wing (Le, com> Stanly presenting the same sul over consecutive ils) ‘nay inceee problema bebavior during instructional ses ‘Sons for pesos with aim (0, Duala, 1984 Dun, Dyer, & Koegel, 1980; I. K. Dunlap & Dunlsp, 1987; McComas etl, 2000), Fr example, Witeing, Daly, {nd O'Neil (1987) demonsaed Bt tsk vration ert ‘ail reed he levels of problem behavior fr chien Feu on Aton ond Other DerepmataDzabites 252) and an adult with stim. They compared a condition in ‘wish the same tak was pesca on every tril ta cod- ton in which ask were vrodrequnly. Te task vriaon ‘ondton produced less problem behavior They demen- ‘Sted tha erased il custo ood wih the tak ‘ariton approach ina second study with an adult with ttsm These resus were probably obtained becuse tas “araton functioned nan abolishing operation tat reduced The value of escape fom acs To we everyday Ings, foing these task over and over again is Boing These Findings sues tha ing and varying instructional sks rng dvr a intetion may funtion as an abolish Sng operation and decrease the effectiveness of escape ‘einfoear. Poce of Instruction Researchers ive evaluated the eet of pce af isirction ‘on eogisiton sod problema bebavic in different ypes tf eamers (Carine, 1976, Tac, Ersbarey, asso, & Heard, 2005), For example, R. 1. Koegel, Dunsp, and Dyer (1980) and G. Dunlap, Dyer, and Koegel, (1983) leona tha short atria ier (TD recede ‘eobpi behavior ia hiden wih autism when compared © Jong Tis In ation, children achioved higher mies of eo tect rponding dri the sort TT eondon. In genera, hldenextbied les off behavior nd acquired more Sls during brskpced instruction. Pace of insttion robebly function san abolishing peat, reducing ie Value of escape and avoidance as reinforces. Specially, Ghrng the TI, reinforcement isnot avaable snd wit Tenge: at compared to shore terval the eid ecives lower tte of rsinforcemeat for instructional sessions of ‘sun dation, Roxburgh and Cubone (207 investigated ths sue diocty and found tht ding Iastuction of hlden wit ut, sorter FIs produced w higher ate of ‘einforemgn nd therefore less problem behavior. Daring Toag ITs, the learner likely ressives automatic rei: ‘orcoment for stereotype bebvir in cont, nstuctonal ‘emands delivered a a bik pace rede the rate of ren forceméat avalible dough automatic reinforcement end increases the rte of roially edited positive reinforce teat avilable, hilden who donot engage in of-ask tesivor and ate impulsive Ge respnd too quickly) ate tnlikely to benefit frm fast-paced instrction (Dyes, Christa, & Luce, 1982). However, it appears that these children ar lee likely to engage in exape-motvated roblem behavior in he Sst place, Tn contrast few researchers suggest tat a fis pace ‘of instuction related wo increases in escape-motvaed problem behavior (Zateone eta, 1984; Zarcoe, Iva Nolimeret al, 1993). In these sais, when the pace of the instruction wa increased, the number of tasks the Coron eta Individuals were regi to complet alo was increased. For example, inthe sndy by R. Smith, Iwata, Goh and ‘Shore (1985, he wo codians were hight conton in which 30 ens wer resend during the 15min sesion ‘anda low-zate condition which 10 rial wee presented uring the 15min session. The low-rate condition always produced lower acs of selFinjurius behavior. Becasse the number of insuuctonal demands delivered is con found wits pace inthis experiment, i not posible to ‘separate out the effcs of pace with the effects ofthe ‘numberof instructional demands. The authors of thi tidy iscussed the dificult of attempting to study pace of inrcton without confounding variables of difenes ia reinforcement amount, ate, and Ts ‘Over it has ows found tht pace of instruton i ‘portant variable that might serve san abolishing oper tion hat reduces the effectiveness of escape a inforce ‘But as mentioned above, the are some exceptions this {nding Firs, pce of instruction isnt kay t be anes tive abolishing operation i the mumber of dems othe Auation ofthe session ul is increased. Second, i child oes ot engage in escape motivated problem bate or ‘engages in quick responding, she ot hs es ky to be ft fom fast pce of instruction. For a comprehensive Aiscusion of variables elated to pace of instuction soe Tiscaniets. @005), Neutralizing Routines ‘Several searches have demonstrated tat variables beyond ‘he contol of he instrostr may establish CMO-R ding laaed instructional sesions Oscurences nich a sleep Aleprivation (Kennedy & Meyer, 1996; O'Reilly, 1995), ‘tts mein (O'Reilly, 1997), and cancelation of prefered activities Come, Day, & Day, 1997) ve increased ‘roblem tehavior daring instructional sesions that have followed them. Horaer ea. (1997) demonstrated tht i ‘may be possible to create an abolishing operation o nee taliing route” tht reduces th effectiveness othe ale of nstractonl demands as CMO-R following unplanned aly ovarences. In his stay, two students engaged in rblem behave contingent oa error comecton when he ‘ution CMO-R of having a planed sei canes or

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